This paper, presented at the 1979 meeting of the American Educational Research Association (AERA), focuses on curricular interventions which have been used by the University of Minnesota to reduce mathematics anxiety among adults. It summarizes four approaches for dealing with the problem and describes the model used by the Math Anxiety Program of the University of Minnesota. An examination for the four components of this program and special considerations in curricular interventions for adults are presented. The four components examined individually are: (1) mathematics anxiety diagnostic clinic; (2) mathematics classes; (3) mathematics anxiety support group; and (4) mathematics tutorial. Applications of the intervention program for people in business and industry are also included. (HM)