The effects of mathematics anxiety and gender on attitudes toward mathematics were examined using the Attitudes Toward Mathematics Instrument (ATMI). A sample of 134 students currently enrolled in mathematics classes in a state university was asked to complete the ATMI. Data were analyzed using a multivariate factorial model with four factors of mathematics attitudes as dependent variables (self-confidence, value, enjoyment, and motivation) and two independent variables, mathematics anxiety and gender. There was an overall significant effect of math anxiety on self-confidence, enjoyment and motivation with large effect size. Students with no math anxiety scored significantly higher in enjoyment than students with a great deal of math anxiety in self-confidence and in motivation. And students with some math anxiety scored significantly higher in motivation than those with a great deal of math anxiety. (Author)