The present study sought to examine four key factors to mathematical anxiety research. First, examine if adult learner is less impacted by mathematical anxiety interventions than their younger peers. Second, the potential effect of incubation theory on mathematical anxiety treatment involving low math anxious individuals. Third, if older adults, low in mathematical anxiety are affected differently by mathematical anxiety interventions than younger individuals. Fourth, if a significant difference exists between the benefits of asynchronous based interventions and synchronous interventions when treating mathematical anxiety within adult learners. To achieve these four goals, undergraduate students from a large mid-western university that were enrolled in math-based courses were recruited for involvement in a systematic desensitization intervention for mathematical anxiety. This study found individuals who take part in systematic desensitization interventions, asynchronous and synchronous, for mathematical anxiety see a significant reduction in level of math anxiety when compared to individuals who do not take part in an intervention. It was also found that there is no significance in the effects of the intervention when traditional and adult learners were compared. The present study further found that there is not a significant increase in mathematical anxiety for low math anxious individuals who participated in the intervention. Implementation of these results and directions for future research are also included. [The dissertation citations contained here are published with the permiNontraditional Students ssion 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.]