This study, conducted with college developmental studies students, explored possible relationships between individualized computer-assisted instruction (CAI) in basic mathematics skills and each of two variables; mathematics knowledge and anxiety toward mathematics. Both experimental (N=5) and control (N=12) groups made significant gains in computational and problem-solving skills during the treatment period of one semester; however, only the experimental group (using individualized CAI) evidenced a significant decrease in mathematics anxiety. These results suggest that using CAI may be an appropriate non-threatening means of addressing the needs of developmental studies students who possess math anxiety and mathematics computational and problem-solving skills needs. Includes 17 references. (Author/MVL)