This thesis investigated the findings of studies on the relationship between mathematics anxiety and mathematics achievement for elementary a n d secondary school students using meta-analysis. Twenty five studies which met a selection process established for this research, and 47 effect sizes representing 22,189 students, were analyzed. The results of the study indicated that there is a negative relationship between mathematics anxiety and mathematics achievement in the elementary and secondary school. Three homogeneous groups were identified with correlations -0.20, -0.32, a n d -0.43 respectively. However, there was no enough information to find out whether each of the group correlations were in the optimal arousal curve. Results were found to indicate that this negative relationship holds across grade level and appears to get stronger from primary to secondary school. Analysis of the studies indicated that there were no statistically significant differences in the mathematics anxiety-achievement relationship across gender. The average correlation for males was -0.26 and -0.25 for females. The study also found that the mathematics anxiety-mathematics achievement varies across ethnicity. For example the average correlation for Asian students was -0.14 and -0.32 for mixed (USA) students.