This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a pre-post math anxiety rating scale questionnaire and a pre-post algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level between students enrolled in the Emporium and Traditional class formats. A decrease in math anxiety level was evident in the Traditional group. There was no significant difference between the two groups on the algebra readiness test scores. Additional analysis was conducted using a repeated measures MANOVA on the subscales of the A-MARS to determine which subscale contributed significantly to math anxiety level
