The purpose of this study is to determine whether motivational beliefs and self-regulated learning strategies are significant predictors of college students' mathematics anxiety. The subscales for the motivation scale are intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety; while the subscales for the learning strategies scale are rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment management, effort regulation, peer learning, and help-seeking. The study group was comprised of 183 college students. It was determined that college students' test anxiety and self-efficacy for learning and performance are significant predictors of college students' mathematics anxiety. In addition, college students' rehearsal and elaboration of cognitive learning strategies were found to be significant predictors for their mathematics anxiety. (Contains 2 tables.)