In this paper, part of a larger study investigating the efficacy of targeted tuition for 30 upper primary and middle school students with mathematical learning difficulties (MLD) is described. Mathematics anxiety (MA) was measured before and after 24 individual tuition sessions delivered to one group by personal videoconferencing (PVC) and to another group face-to-face (FtF). Comparisons of pre- and post-test anxiety ratings showed significantly decreased MA levels for the PVC tuition group but not the FtF group. Both groups showed significant improvements in standardised mathematics scores after the tuition. These results suggest that targeted tuition delivered by PVC may decrease MA in students with MLD.