Anxiety in Children can develop into pervasive disorders in adulthood if not treated. Research shows dysfunctional Executive Function (EF) and anxiety are both shown to have a negative impact on math achievement in children and adolescents (Trezise & Reeve, 2018; Kalaycioglu, 2015; Owens, Stevenson, Hadwin & Norgate, 2012). Chung, Weyandt, and Swentosky (2014) found biological and neuropsychological support for EF as a unitary and multifaceted processor for regulating our emotional states as well as our daily procedures. Anderson's (2002) model of Executive Control System (ECS) allows the factors of EF to be examined usingM a developmental approach towards EF processes. He groups the EF skills into four domains: attentional control, cognitive flexibility, information processing and goal setting. The current study uses the factors inhibition, divided attention, verbal fluency, and planning to represent each domain, respectfully. We measured (n = 18) adolescent's EF skills, anxiety levels and math achievement by their scores from the DKEFs, BASC-2 and the BASC-3, the WIAT III and WJ IV- ACH, respectfully. With this small sample, the results suggest the EF domain attentional control via inhibition, as measured by the Color Work Interference Test (CWIT) from the DKEFs, mediated anxiety and math achievement. Future studies using a larger sample are necessary to replicate the current study's findings on the mediating relationship of EF between anxiety, and math achievement in adolescence due to the small sample size. [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.]