Math anxiety negatively relates to math performance. This negative relationship may be exacerbated in low-progress math learners. However, there are limited studies on math anxiety among low-progress learners in a paradoxically high-performing education system like Singapore. To fill this research gap, this research analyzed the anxiety profiles of 151 students who were in the math learning support intervention program administered by the Ministry of Education, Singapore (MOE). We examined the complex relationship centered in math anxiety with relevant variables such as demographic characteristics, working memory, and math performance. The results indicated that (1) math anxiety only vary significantly between children with very low Early Numeracy Indicator (ENI) and high ENI levels; (2) a negative relationship between math anxiety and math performance exists; (3) there was no significant interaction between math anxiety and working memory; (4) a further examination on moderating effect found that only children who have been identified as being at risk for developmental dyscalculia and those with average or high working memory performed poorer in math at higher levels of math anxiety. Limitations and future directions are discussed.