Background: Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. Aims: The purpose of the current scoping review was to identify classroom-learning environment factors associated with math anxiety in elementary and high school students. Sample(s): Out of an initial sample of 3011 studies, 28 were eligible for inclusion. Methods: Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. Results: Numerous protective and vulnerability factors were identified. Conclusions: Directions for future research and methodological implications were explored.