A problem influencing mathematics performance and student's perceptions of their ability to learn mathematics is mathematics anxiety. This mixed method study examined the perceptions, correlations, and mathematical conversations of Hispanic fourth and fifth grade low-performing students and their parents. A psychological approach provided the framework necessary to understand the theories behind mathematics self-concept. Instrumentation included the Mathematics Anxiety Rating Scale for Elementary students (MARS-E), the Mathematics Anxiety Rating Scale for adults (MARS-SV), and interviews. Various mathematical situations and mathematical conversations were found to affect mathematics self-concept. The psychological implications disclosed specific characteristics to further understand how to create conditions to support mathematical learning. [For the complete proceedings, see ED658295.]