This study examined the relationship between mathematics anxiety and academic performance among freshman students in the College of Education at Eastern Samar State University – Salcedo Campus during the 2024–2025 academic year. A total of 86 students participated in the study using complete enumeration. The Revised Mathematics Anxiety Rating Scale (RMARS) was used to determine students' level of anxiety, while their final grades in Mathematics in the Modern World were used to assess academic performance. The study employed a descriptive-comparative-correlational research design. Findings revealed that most students were female, aged 19–20, and enrolled in the Bachelor of Elementary Education program. The respondents demonstrated an average level of mathematics anxiety, particularly in tasks involving problem-solving and abstract reasoning. A majority also showed low academic performance. No significant differences in mathematics anxiety were found based on demographic characteristics, but academic performance differed significantly by sex and academic program. A very weak and statistically insignificant negative correlation was found between mathematics anxiety and academic performance. The study concludes that while math anxiety is prevalent, it is not a strong predictor of performance. It recommends academic support programs, inclusive emotional support services, and further research exploring additional factors influencing mathematics achievement.