The purpose of this quantitative correlational study was to assess to what extent math anxiety and math attitudes predicted math self-efficacy among community college students enrolled in one of two developmental mathematics courses at a metropolitan community college in the Southwest United States. Self-efficacy, math attitudes, math anxiety and social learning theory set the theoretical foundations for this research. The study was conducted with a convenience sample of 192 students who voluntarily participated in an online survey (8.5% response rate). A multiple linear regression was conducted to find out to what extent math anxiety and math attitudes predicted math self-efficacy. The impact of the combined predictor variables was statistically significant with, F(2, 189) = 41.034, p < 0.001. Math anxiety was a significant negative predictor of math self-efficacy, beta = -0.175, t = -2.774, p = 0.006, and the math attitudes variable was a significant positive predictor of math self-efficacy of the developmental students, beta =0.478, t = 7.586, p < 0.001. These findings are relevant to community college instructors who teach developmental courses. They can identify students with high anxiety and negative attitudes towards mathematics and get for them support to alleviate such problems in order to enhance their math self-efficacy and ultimately their performance in developmental math courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]