Mathematics is central to human activity and hence to education. Although the usefulness and importance of mathematics are unquestioned, many students find mathematics difficult, uninteresting, and dry. Based on my personal experience as a mathematics teacher, teacher educator, and researcher, I have witnessed numerous students expressing their dislike for school mathematics. There is a lack of research specifically exploring the perspectives of students who dislike mathematics. In this research, I explore the factors contributing to the dislike of mathematics and identify ways to mitigate these factors. The study comprises of two phases: the first phase explores students' perspectives on their dislike of school mathematics and the contributing factors. The second phase explores aspects of the undergraduate Quantitative Reasoning (QR) course that help mitigate this dislike. I chose the undergraduate Quantitative Reasoning course for its emphasis on innovative educational approaches such as real-world connection, project-based learning, and formative assessment. In this study, I selected a purposive sample of undergraduates who self-reported their dislike of school mathematics in the Spring of 2023 at a university in Midwestern part of the United States. Fifteen (15) participants took part in the Phase 1 of the study, and 14 continued and completed Phase 2. For each phase, I conducted a semistructured interview of each participant, one at the beginning of the semester and another near the end, except for one participant there were two interviews for Phase 2. Each interview lasted for about one hour. The interviews were audio or audio-video recorded and transcribed and coded using NVivo, a qualitative transcription and coding software. In Phase 1, most students first developed a dislike of mathematics in experienced elementary school, struggling particularly with multiplication and division. This dislike deepened in the middle and high school with subjects like algebra, geometry, and trigonometry. Six major factors emerged as contributing to students' dislike of school mathematics: (a) irrelevant content, (b) indifferent instructors, (c) inflexible assessments, (d) learning disabilities, (e) parental pressure, and (f) media influence. In Phase 2, a general lessening of students' dislike toward mathematics was observed. Out of the 14 participants, 13 indicated a lessening of their dislike toward mathematics: 6 reported liking the undergraduate Quantitative Reasoning course, and the other 7 experienced either a "slight decrease" or a "decrease" in their dislike of mathematics. The remaining 1 student reported no change in their dislike of mathematics. Notably, the aspects of the undergraduate Quantitative Reasoning course that helped mitigate students' dislike of mathematics include (a) real-world connection and relevance, (b) interactive and inclusive teaching, (c) flexible assessment. The findings suggest that the dislike of mathematics begins as early as elementary school and contributes to a lack of student engagement and poor performance in the subject. Key factors include the nature of the content, teaching strategies, assessment methods, parental support, and students' mindsets about mathematics. This research calls for a significant transformation in school mathematics education, emphasizing the need to contextualize content to make it relevant to students' lives, employ inclusive and innovative teaching strategies, implement flexible assessments, educate parents on how to support their children's learning, and foster a growth mindset. Further, based on the findings of this research, further research should focus on: (a) Prevalence of the dislike of mathematics across different states of the U.S. and across different countries, (b) Teaching of multiplication and division concepts, (c) Real-world connection and relevance of mathematics curriculum, (d) Support mechanism for students with learning disabilities, and (e) Impact of QR course across institutions. [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.]