The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety Rating Scale (R-MARS) over each of the 6 days of the study. Pre and post treatment R-MARS score patterns were analyzed to determine the degree of change in math anxiety daily as a result of the concentrated treatment. The results showed a significant decrease in the levels of math anxiety experienced by the preservice teachers. Future implications for this research are the use of these methods by teacher educators to reduce math anxiety in preservice teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]