Students enrolled in four classes in mathematics at a predominantly black, urban community college were subjects of a research study designed to identify their attitudes toward mathematics, test these attitudes with various correlates, identify possible factors responsible for developing negative attitudes toward mathematics, and make recommendations for methods of improving attitudes toward mathematics. Statistically significant correlations were found to exist between male/female attitudes toward mathematics. Statistically significant results were also found between attitudes toward mathematics and mathematics anxiety, attitudes toward mathematics and personality, personality characteristics for females, and attitudes toward mathematics and dominance for males. No statistical significance was found between attitudes toward mathematics and mathematics achievement. It can be concluded that: (1) students with negative attitudes toward mathematics possess unique anxieties toward mathematics; (2) females possess more negative attitudes toward mathematics than males; (3) females with negative attitudes toward mathematics (more so than males) possess definite personality characteristics; (4) attitudes toward mathematics do not influence achievement; and (5) attitudes toward mathematics were influenced to a great extent by teacher attitudes. One recommendation offered is that teacher education programs offer courses dealing with attitudes toward subject matter courses. (Author/JN)