This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught without clickers. The purpose of the study is to determine what relationship, if any, exists between clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course.