Presented is a study which investigated the relationship of mathematics anxiety to mathematics attitudes and mathematics achievement for 62 high math-anxious female college freshmen. Subjects were given the Fennema-Sherman Mathematics Attitude Inventory, including a mathematics anxiety scale, and a mathematics achievement test. High math-anxious subjects were identified from the group of 344 female college freshmen and subdivided into high (34), very high (15), and extremely high (13) subgroups. The results of the study indicate that what high math-anxious college freshmen women appear to have in common is the absence of mathematics attitudes or mathematics achievement that one would logically associate with mathematics anxiety. The implications are that a single treatment method for high math-anxious individuals may not be feasible and that further research is needed to identify the predictors of mathematics anxiety. (Author)