Math anxiety levels directly and negatively impact student performance in the math classroom. Educators must work to implement instructional strategies that effectively reduce math anxiety and improve student math performance. This study evaluated mastery learning interventions as an effective tool for reducing math anxiety among middle school students. The study included a sample of 127 eighth grade participants from a rural middle school. Participants received mastery learning interventions during a forty-five day instructional window in their regular math learning setting through iReady, a computer based personalized instructional tool. Participants progressed through individualized mastery progressions from baseline mastery levels determined by a diagnostic assessment at the beginning of the research window. Participants also completed the MARS-E as a pre and post assessment of math anxiety before and after intervention in order to measure changes in math anxiety levels. Results indicate that math anxiety levels of students after the intervention demonstrate a statistically significant difference than before they participated in the intervention. These results support the use of mastery-based learning interventions as valid and reliable approach for reducing math anxiety. Mastery learning experiences provide a framework for reducing math anxiety, equipping students with appropriate coping strategies for mitigating the negative impacts of math anxiety through formative feedback loops and individualized instructional strategies. Framing learning progress through mastery-based learning goals rather than performance-based outcomes empowers students to overcome struggles in challenging math moments. [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.]