A study was conducted at an urban community college in California to investigate the relationship among students' incoming mathematics skills, as measured by an achievement test administered when they entered the college; their math test anxiety, as measured by the Math Test Anxiety Index administered at midterm in an introductory mathematics course; and their performance on the midterm examination in the same course. Scores on all three measures were available for 54 of the students enrolled in the four sections of the course. The study revealed significant correlations between: (1) high entering math scores and low math anxiety scores, and high anxiety and low entering math scores; (2) students' entering math scores and their scores on the midterm examination; and (3) students' math anxiety level and their math test performance, even when controlling for the factor of initial skills level. The study report includes a review of the literature on math anxiety and student performance. The Math Test Anxiety Index is appended. (HB)