This symposium integrates findings across studies conducted in both laboratory and classroom contexts to draw attention to the relationships between Executive Functions (EFs) and feelings of anxiety in a context with educational consequences: Mathematics. EFs, the cognitive resources including working memory and inhibitory control that enable attentional control, manipulation of mental representations, and task switching (Miyake et al, 2000), powerfully predict mathematics achievement (Bull & Lee, 2014). Mathematics is also a domain in which anxiety and performance pressure are often heightened, which can result in worry ideation and load to EF resources (Foley et al, 2017; Schmader & Beilock, 2012). However, despite these relationships, mathematics cognition under pressure remains under-considered.