Ninety-three (n = 93) students in grades 9-12 who failed the Virginia Standards of Learning mathematics test were placed into experimental and control groups. Pre and posttest measures for general and mathematics anxiety, and physical symptoms of stress were administered. The Expressive Writing intervention was used with both groups where the experimental group (n = 54) wrote on a value latent topic and the control group (n = 39) wrote on a neutral topic for 15 minutes a day for three days. Findings showed that the experimental group reported significantly reduced levels of general and mathematics anxiety after the writing intervention and the control group had a reduction in mathematics anxiety after the expressive writing intervention.