This research contributes to the body of knowledge regarding mathematics anxiety, self-efficacy, and performance in mathematics. Specifically, this study analyzed these constructs as they pertain to undergraduate business students enrolled in entry-level, prerequisite mathematics courses. Information was collected via surveys utilizing the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ). Results based on regression modeling were consistent with prior research involving the relationship between mathematics anxiety and performance, with self-efficacy serving as a mediator. Data indicated an inverse relationship between math anxiety and math self-efficacy, an inverse relationship between math anxiety and students' expected grade, differences in math self-efficacy by business major, and partial mediation support for math self-efficacy on the inverse relationship between math anxiety and expected grade. Discussion extends to instructional strategies for mathematics and business educators alike that support self-efficacy and alleviate mathematics anxiety for business students in the infancy of their program.