This article argues that there are measurable physiological and observable psychological factors which contribute to mathematics anxiety. The author contends that these factors can be contrasted with the psychophysiological correlates related to mathematics creativity. Next, the author describes some of the psychopathologies associated with mathematics anxiety and finally offers suggestions for ways teachers can improve the inner environments (minds and bodies) of their students as well as the outer environments (mathematics classrooms and school systems) to reduce mathematics anxiety and enhance mathematics creativity.