The purpose of this mixed method nested case study is to: (a) provide indicators and experiences math educators have recognizing math anxiety in students; (b) identify ways in which middle and high school math educators implement creative teaching strategies to reduce math anxiety in middle and high school students; and (c) look at the veracity and truthfulness of educator recognition of student math anxiety. Four data collection methods were implemented to complete this study: (1) survey, (2) one-on-one interviews, (3) classroom observations, and (4) Reisman Diagnostic Creativity Assessment (RDCA). The sample population for the survey was comprised of 35 middle and high school math educators: 20 middle school and 15 high school. Seven participants were selected to participate in the one-on-one interviews: four middle school and three high school math educators. Four participants were selected to participate in classroom observations: two middle school and two high school math educators. Finally, 13 educators participated in the RDCA: 11 middle school and 2 high school math educators. The researcher aimed to answer the following three research questions: (1) What are the similarities and differences of how middle and high school math educators recognize math anxiety in their students? (2) What creative teaching strategies do middle and high school math educators implement to decrease math anxiety among their students? (3) Do middle and high school mathematics educators have similar or different risk taking, tolerance of ambiguity, and originality when identifying their own creative strengths? The conceptual framework of this study involves experience teaching middle and high school mathematics, working/collaborating directly with middle and high school math educators, and implementing interventions and creative teaching strategies to reduce math anxiety in middle and high school students. The findings of this study may be used to: (1) help middle and high school math educators to understand how to identify math anxiety in their students, (2) understand creative teaching strategies and its implementation to reduce math anxiety in middle and high school students, and (3) help middle and high school math educators identify their own creativity factors. [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.]