This paper, presented at the eighty-fifth Annual Convention of the American Psychological Association, examines the potential contribution of systematic evaluation of mathematics anxiety programs, outlines some important considerations in evaluating these programs, and presents illustrative data concerning the effectiveness of various components of a mathematics anxiety program designed especially for adult women who are returning to college. The initial pool of subjects for the study were the sixty-nine females participating in the Mathematics Anxiety Program (only two males participated). The program consisted of a diagnostic clinic, special mathematics instruction, and a support group. Results suggested that the most effective intervention strategy may be one which deals with the affective component and another which focuses on the cognitive aspect of the problem. (MN)