Math anxiety impacts negatively on the individual's ability to enjoy mathematics, their perception of their own ability in relation to mathematics and results in avoidance of mathematics activities. Self-efficacy, motivation, engagement and attainment are negatively impacted by math anxiety. This study aims to explore the literature to identify if interventions in math anxiety predict better self-efficacy, motivation and attainment. PRISMA procedures were utilised, and a systematic review of the literature was undertaken in which six articles were identified as having met the inclusion criteria. Gough's Weight of Evidence (2007) framework was used to assess the methodological quality, relevance and evidence to the review question proposed. Findings demonstrated that math anxiety interventions have the potential to decrease math anxiety and increase self-efficacy, motivation and attainment of pupils. Limitations, implications for practice and suggestions for future research are discussed.