This paper investigates changes in attitude using an adapted version of the Fennema-Sherman Mathematics Attitude Scales (F-S MAS). Writing samples, such as student math autobiographies, journals, and responses to mathematical problems, were collected, and student evaluations of teaching across semesters were reviewed. Over three semesters, a modified F-S MAS survey was administered to students in reform and non-reform sections. Pre- and post-course attitude scores were compared across groups. It is concluded that attitudes toward mathematics are based on long-term interactions with the subject and mathematics teachers; they take a long time to develop and are hard to change. (Contains 18 references.) (ASK)