Of the many factors that have been proposed as a rationale for poor mathematics conceptualization by American Indians, cultural factors remain the most popular when explanations are submitted. Additionally, the accepted fault for poor achievement is focused upon mathematics anxiety. A study of American Indian school mathematics achievement and mathematics anxiety was conducted at a middle school on the Navajo Indian Reservation in northern New Mexico/Arizona with a total sample of 353 students. The relationships of both achievement and anxiety to certain cognitive style predictor variables was also investigated through the use of the Comprehensive Test of Basic Skills Mathematics Subtest (CTBS, 1982), the Mathematics Anxiety Rating Scale for Adolescents (MARS-A), and the Learning Style Profile as designed by the National Association of Secondary School Principals Learning Style Task Force (NASSP-LSP). Results indicated that mathematics achievement was near the national norm in computational skills, but significantly lower in application skills. Also, mathematics anxiety was found to be excessively high for the entire sample population. Discussion focused upon the possibility that language deficiencies were the underlying cause for the discrepancies between computational and application skills. (29 references) (JJK)