Abstract: Mathematics anxiety is an important but poorly understood reality for Many students and a carelessly addressed issue by many teachers. A review of recent research literature indicates that mathematics anxiety is highly negatively correlated with mathematics achievement. However little research has been done to explain how mathematics anxiety is related to other important attitudes toward mathematics, Using Sandman’s Mathematics Attitude Inventory (MAI), the responses of forty-five college students were studied to explore these relations. The results produced statistically significant finding. A linear multiple regression analysis appeared to indicate that mathematics anxiety could be explained as a function of a one’s self- conception of mathematics and of one’s value of mathematics in society. The combination of highly valuing mathematics and of seeing oneself as incapable of doing mathematics well leads to high mathematics anxiety. Educators need to address mathematics anxiety in their classrooms by teaching mathematics so that it makes sense to their students.