The field dependent-independent cognitive style has been noted by researchers to be related to mathematical achievement. Researchers have also noted a relationship between field dependence and measures of intelligence, and between sex and mathematical achievement. A multiple regression framework was used to examine the effects of field dependence, intelligence quotient (IQ), sex, and sex role on several types of mathematical ability for 33 female and 35 male college students. Subjects completed the Harris Test of Lateral Dominance, the Embedded Figures Test, Bem Sex Role Inventory, and the Slosson Intelligence Test. Subjects were also administered a mathematics test measuring ability with basic mathematics facts and word problems, ranging from simple addition and subtraction to first-level algebra. Field dependence was found to correlate significantly with both IQ and some mathematical abilities. Regression analyses revealed that although IQ was the single best predictor of mathematical ability, field dependence and self-reported masculine sex role were also significant predictors. Males and females did not differ in mathematical ability. These findings suggest that biological sex may not be as predictive of mathematical ability as perceived sex role. Based on results of this study, it would appear that classroom practices designed to match mathematics instruction to students' cognitive styles may prove useful. (NB)