The present demand for quantitative proficiency makes low mathematics achievement not only a formidable obstacle in occupational aspirations but also in the academic arena. To modify the current understanding of the problem of mathematics anxiety and to develop an effective treatment program, college students (12 subjects per group; 8 females, 4 males) were randomly assigned to one of three groups: systematic desensitization, hypnotherapeutic restructuring, or an expectancy control group. A pretreatment and posttreatment administration of the Mathematics Anxiety Rating Scale and the Revised Math Attitude Scale were used as dependent variable measures of math anxiety and math attitude. Additionally, developmental mathematics course grades were used as a math performance measure. The results showed that at the end of the 6-week posttesting period, all three groups produced significant improvement in math anxiety levels. Only the hypnotherapeutic restructuring treatment created significant positive changes in attitude toward mathematics and, by the end of the 12-week grading period, produced significant improvement in math performance. The results suggest that math anxiety is a developmental-organizational disability generally accompanied by an avoidance reaction. (KGB)