A study was conducted at the College of Alameda to assess the factors contributing to math anxiety and to determine methods of fostering positive attitudes toward math among women and non-traditional students. During the study, 150 students in three introductory algebra sections were administered a series of attitude scales designed to measure their level of math anxiety and to assess personal feelings toward success in math, the role of the teacher in student success, the sex appropriateness of math, and the usefulness of math in later life. Those test results reflecting high anxiety and/or poor, negative, or conflicting attitudes were selected as the basis for class discussions, during which students were challenged to find answers to the math anxiety problem. Major test and discussion findings indicate that: (1) though most students wanted to do well in math, many women students indicated that they would rather their peers not know if they were successful in math; (2) while the majority of students did not see math as a male domain, more men than women felt they would have an occasion to use math both on and off the job; (3) most instructors were regarded as somewhat aloof, with negative attitudes being more pronounced among the women; and (4) math anxiety seemed to be induced more by testing than by math itself. The report includes a literature review, 20 recommendations for the amelioration of math anxiety, and the attitude scales. (JP)