The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses. Two of these four courses were under Conceptual treatment. The other two courses were under procedural treatment and served as the control group. Students' mathematics anxiety were measured using the Mathematics Anxiety Rating Scale-Revised (Fennema and Sherman, 1976). To measure subjects' conceptual and procedural knowledge, the participants completed two quizzes (a conceptual quiz and a procedural quiz) a week before the final exam. To measure mathematics achievement, participants' final exam scores were also collected from course instructors. The study found that the conceptual treatment had more positive impact on students' mathematics anxiety as compared to the procedural treatment. The conceptual group also performed better on both quizzes, despite the fact that the procedural group practiced more procedural problems than the conceptual group and was exposed to a procedural treatment. The relationship between the procedural quiz and mathematics anxiety was not statistically significant. However, the ANOVA test revealed that the relationship between conceptual quiz, procedural quiz and final examination (response variable) was statistically significant. The relationship between anxiety difference and final examination was also statistically significant. The final examination score mean for the conceptual group was higher than the one for the procedural group. [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.]