The study aimed to investigate the relationship between mathematics anxiety and academic performance among developmental mathematics students attending a Northeastern community college. In particular, the study examined the relationship between mathematics anxiety, according to gender and age. The purpose of mixed method case study was two fold: to quantitatively measure math anxiety among students taking a math class and to qualitatively examine students perceptions of the relationship between their academic performance. Math anxiety was measured with Abbreviated Mathematics Anxiety Rating Scale (A-MARS), a 25-item mathematics anxiety instrument that uses a 5-point Likert scale of anxiety to measure three subscales: test anxiety SS, numerical anxiety SS, and course anxiety SS. The data were analyzed by one-way ANOVA and independent sample t-tests using statistical Procedure for Social Science (SPSS). The study found there was no significant difference in mathematics anxiety levels of students, according to gender. The answer to the questions about the effect of age on math anxiety was yes and no. However, the difference was only significant for test anxiety, in which math students in their 40s reported significantly lower test anxiety than math students in their 30s, and a trend toward lower anxiety than math students in their +50s. Therefore, teachers should strive to understand mathematics and implement teaching and learning strategies so students can overcome their anxiety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]