The purpose of this study was to determine if teaching techniques and teacher attitudes tend to reduce math anxiety in secondary-level students. The research group consisted of 48 secondary students enrolled in Algebra I at a rural school in West Virginia, with the experimental period lasting 12 weeks. The control group was instructed in the teacher's usual manner, whereas the experimental group received treatment on coping with math anxiety. Treatment involved positive teacher attitudes, as well as cooperative learning and hands-on group activities. Math anxiety levels were measured using the Math Anxiety Rating Scale (MARS). Math anxiety levels were determined before and after the treatment and compared statistically using the t-test. Academic grades were also compared periodically. The MARS pretest and posttest comparison indicated that both the control and experimental groups began and ended the study with the same level of math anxiety. Likewise, both the experimental and control groups started the study on the same basic algebra skill level, progressed at nearly the same rate, and performed on the same level at the end of the study. Contains 48 references. (Author/PVD)