Mathematics anxiety typically involves apprehension toward activities that require computation, which can lead to complications in every-day-life activities (Ashcraft, 2002). Mathematics anxiety also has become accepted as an issue associated with academic success for both children and adults (Ashcraft, 2002; Ashcraft & Moore, 2009; Beilock, Gunderson, Ramirez, & Levine, 2010; Harms, 2012; Hembree, 1990; Ma, 1999; Schar & Kirk, 2001). High-stakes, standardized testing provides fertile ground for increased mathematics anxiety; therefore, the relationship between mathematics anxiety and performance on standardized tests merits further research. The current study sought to investigate the nature of relations among mathematics anxiety, gender, and standardized test performance. Participants (n = 73 undergraduate teacher candidates) were asked to complete the Short Mathematics Anxiety Rating Scale (SMARS) (Alexander & Martray, 1989). The reported study was based on a quantitative approach and involved a two (mathematics anxiety: high vs. low) by two (gender: male vs. female) factorial design. Results showed that participants with high levels of mathematics anxiety had significantly lower Scholastic Aptitude Test (SAT) scores than did those with low levels of mathematics anxiety. As well, there was a moderate negative correlation between self-reported anxiety levels and scores on the mathematics portion of the SAT. Results failed to show a relationship between gender and either SAT scores or mathematics anxiety. Further, results showed no evidence of a gender by mathematics interaction on SAT performance. These results are discussed as they relate to college admissions, specifically, in the field of teacher education.