Math anxiety impedes people from working to their fullest potential (Hyman et al., 2015; Retanel et al., 2021) and impacts people of all ages, including both children and adults (Oh et al., 2022; SzczygieL, 2020). The influence parents' math anxiety has on children is also impactful on the children's own development of math anxiety or negative attitudes towards math (Barroso et al., 2021; Pelemo, 2022; Schaeffer et al., 2018; Szcygiel, 2020). Using stimulus theory and a qualitative case study design, this study described the experiences parents have as people who identify as math anxious. The research question investigated was: What are the experiences of parents who identify as math anxious related to the stimuli and responses inherent with their experience of math anxiety? The findings of this study describe the specific stimuli that elicit math anxiety in parents and the corresponding responses because of exposure to them. This study also uncovered strategies that participants have developed to help them manage their own math anxiety and their current attitudes about mathematical content. Specifically, the five themes that emerged from the data included physical, emotional, and cognitive responses to math anxiety, formative experiences from the past, math anxiety stimuli in adult life including homework help, strategies and coping mechanisms used in adult life, and adult attitudes and beliefs about math. The results of this study may be influential for important educational stakeholders such as administrators, teachers, other parents, and students. [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.]