Despite more than 50 years of attempts to improve mathematics education and the simultaneous prevalence of fears associated with learning mathematics in the United States, the problem of mathematics anxiety among students still remains. This qualitative phenomenological study was focused on understanding college students' perceptions regarding the phenomenon of mathematics anxiety. The research questions explored the lived experiences of participants regarding mathematics anxiety. Conceptually this study was framed within theories of motivation, disposition, and constructivist learning. Data were collected through in-depth interviews, which provided detailed descriptions of the participants' experiences and created the basis for analysis. Twelve participants from a university in the Northeastern United States were selected for participation based on their self-disclosures of overcoming fear of mathematics. A series of taped and transcribed interviews were conducted. A line-by-line analysis of participants' responses was conducted, leading to the disclosure of critical themes that included causes of and strategies for reducing mathematics anxiety. The results of this study provide insight for mathematics teachers at all grade levels on how clear, methodical explanations of mathematical principles and algorithms, motivational practices, hands-on activities, use of different models, and positive and supportive learning environments can enhance student attitudes toward mathematics. This study contributes to positive social change by providing practical classroom strategies that can reduce students' mathematics anxiety. By reducing mathematics anxiety, more students may elect to take math-related courses and enter rewarding math-related careers. [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/en-US/products/dissertations/individuals.shtml.]