The purpose of this case study was to determine if using reading comprehension strategies to solve math word problems would help decrease math anxiety in third grade students. The research questions that guided this study included (a) how do the different reading comprehension strategies affect student self-confidence on math word problems, (b) how do the students' feelings about math problem solving change after using different reading comprehension strategies, and (c) which particular strategy or combination of strategies do students prefer to use for math problem solving situations. Third grade students participating in the study were all considered to be below grade level in math and at or above grade level in reading. Students were asked to complete a survey to determine their math anxiety levels before beginning the sessions. For a period of six weeks, students were introduced to reading comprehension strategies and shown how to apply the strategies to math word problems. During the sessions, students were asked to share their feelings about the strategies and how if they found them helpful to understanding the problems. Every two weeks, students participated in focus group discussions regarding any changes in their feelings about the use of the reading strategies in math problem solving. Each student's comments were used to tell their own emotional journey through the sessions. These individual stories were used to determine the confidence levels of each student and identify trends in the data. The results indicated that while a majority of the students did report an increase in confidence, many were still hesitant to use the strategies independently due to lack of sufficient practice. Questioning and determining text importance were the strategies that were determined as the most help by a majority of students. However, students who showed the greatest level of confidence reported that a combination of all strategies helped to solve the problems. Constructivism was the theoretical framework used to support the research. The study was developed on the notion that students who were successful with reading comprehension could apply those same strategies to help understand math word problems. [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.]