Mathematics anxiety and examination anxiety affect student well-being, engagement, and performance in the mathematics classroom. An increase in confidence in the mathematics classroom leads to a decrease in anxiety. This paper reports on the Five Question Approach (FQA) to teaching mathematics which provides teachers with a method of reducing these anxieties. This case study draws on data collected in three Australian secondary classrooms using the FQA as an intervention. Findings indicate that when added to normal classroom practice, the Five Question Approach alleviated these anxieties to some extent and increased engagement and academic performance.