This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on what Math anxiety is and how it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.