The study sought to test the hypotheses that effective, guided discussions that facilitate meaningful dialogue about math anxiety would reduce levels of math anxiety in college algebra students, and would enhance course performance and course retention at a large community college in South Texas. The study was quantitative with a qualitative component to determine the effectiveness of the intervention and uncover student perspectives about the content of the guided discussions. Analysis of the data showed that the effect of guided discussion on math anxiety levels was not statistically significant. Mean difference effect sizes were examined and negligible effect was found in the intervention group. The math anxiety of the comparison group was decreased from pre-test to post-test. Analysis of the data showed that the effect of guided discussion on course performance was also not statistically significant. Mean difference effect sizes were examined, and both groups showed improvement in college algebra skills from pre-test to post-test, with the intervention group showing a larger increase in scores, while the comparison group was favored at both pre- and post-test. No statistically significant differences were found on the effects of guided discussion on course retention, although the intervention group did show higher course retention levels. The lack of statistical significance could have been due to small sample size. Content-analysis of the data from the brief interviews revealed that, overall, participants perceived the weekly discussions of math anxiety to be helpful. Interview subjects reported being surprised at the number of other students expressing high levels of math anxiety as well as difficulty with some of the material. The subjects also reported enjoying the discussions, even though they represented extra work. Two of the three subjects indicated they had slightly lower levels of math anxiety, and all three made reference to feeling more connected with the rest of the class.