Mathematics is stereotyped as a ‘difficult’ subject in many parts of the world, and many other stereotypes about the subject abound. This study, therefore, determined and examined some of the psychological barriers to mathematics education that could be responsible for driving such stereotypes in Kurdistan region, Iraq. A questionnaire was used to collect data from students in five departments of the faculty of education at an International University in Kurdistan, Iraq and analysed through SPSS and Minitab. Results confirmation lack of self-confidence, anxiety, and attitude toward mathematics as some of the psychological barriers to mathematics for students in the region. The study further corroborated the assertion that teachers play a key role in influencing students’ attitudes toward mathematics but have a negligible or no role in enhancing students’ self-confidence in mathematics in the region. Additionally, attitude is shown to have a strong negative relationship with anxiety and self-confidence. Suggestions and recommendations to improve the situation are outlined in the paper
