Non-traditional learners (NTL's) are students who have delayed college enrollment, have dependents, are single parents, are financially independent, have non-standard high school credentials, attend part-time or work full-time. They are a growing segment of college students. Their success is critical to the future of the American workforce, but colleges often do not meet their specific needs. A significant number of these students must take developmental education courses to remediate their math skills. Completion of math is a predictor of college success, yet these courses have come under scrutiny for poor student outcomes. At the same time, math anxiety adversely impacts math performance for many students. This study, therefore, explored whether NTL's suffer more math anxiety than traditional peers, whether math anxiety impacts time on task or course performance for NTL's, and whether these relationships are potentiated or mediated for NTL's compared to traditional peers. This quantitative correlational study used a sample drawn from developmental math courses at a community college in the Mid-Atlantic region. Respondents completed a one-time anonymous survey that included the MARS-S math anxiety instrument and questions about NTL characteristics, time spent weekly on course tasks and expected grade in the course. Traditional students and NTL's had comparable math anxiety scores in this sample. Math anxiety score was not correlated with NTL's' time on task, although there was a modest positive correlation for traditional students. Math anxiety was not correlated with reported grades in the course for NTL's or traditional students. The NTL's in the sample reported spending more time on task than their traditional peers. Additionally, the NTL's reported lower grades as they became more non-traditional. Future studies should consider reasons other than math anxiety for the time and performance gaps between NTL's and traditional students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]