Negative attitudes toward mathematics and what has come to be know as "math anxiety" are serious obstacles for children in all levels of schooling today. In this paper, the literature is reviewed and critically assessed in regards to the roots of math anxiety and its especially detrimental effect on children in "at-risk" populations such as low socioeconomic status and females. The effects of teachers' and parents' assumptions, family support, and parents' level of educational attainment will be addressed. The paper also addresses the curricular issues that may lead to math anxiety such as high stress instructional methods and "timed testing". (Contains 2 figures.)