The purpose of this research is to evaluate the opinions of students studying in private secondary schools and public secondary schools, their parents and mathematics teachers working in these schools on how to eliminate the concerns of secondary school students, and to present solution suggestions by identifying similarities and differences according to the results of this evaluation. The study group of the research consists of students, their parents and mathematics teachers studying in a private secondary school and a public secondary school in a province of the Western Black Sea Region of Turkey. The case study method based on qualitative research approach was used in the research. A semi-structured interview form developed by the researchers was used as a data collection tool. Data analysis was done using content analysis, one of the qualitative data analysis techniques. As a result of the research, it was seen that there were similar and different opinions in terms of students, teachers and parents in private and public secondary schools. It is possible to say that public school students emphasize affective factors, while private school students emphasize cognitive factors. It has been observed that the teacher effect is quite important for students attending both types of schools, albeit to different extents. It seems that the majority of student answers to the question of what can be done to relieve mathematics anxiety are related to the teacher who will make the lesson understandable, facilitate it, and plan the process by guiding the student and the family. Students list their main demands from their families as understanding their children, not putting pressure on them for exams and success, not comparing themselves with others, avoiding words and behaviors that will hurt their self-confidence and upset them, and trusting their children. As a result of the research, it can be said that the requests and complaints of students in both types of schools give teachers and parents the key to what can be done to prevent mathematics anxiety. In the study, it was seen that teachers and parents in both types of schools had similar views on the causes of mathematics anxiety and ways to eliminate it. Teachers plan teaching according to the student's learning styles, use new methods and techniques, make the lesson more fun with mathematical games and activities, give more say to their students by paying closer attention to them, develop solution methods by constantly communicating with the family, and emphasize the importance and value of mathematics. They offered focusing more on enriching the lesson with mathematical stories as some of their solution suggestions to relieve mathematics anxiety. Parents mostly suggest solutions such as giving their children self-confidence, increasing their belief and motivation that they can do mathematics, trying to understand their children and paying more attention to them, not putting pressure on exams and success, communicating well with them, being in constant communication with their teachers, and taking the teacher's suggestions into consideration. They presented it as. Some of the parents whose children attend private and public secondary schools stated that their children spend more time on technology/computer/tablet than necessary, that they cannot prevent this situation, that their children cannot spare time for studying for this reason, and that they feel anxious and worried when the exam approaches. In the discussion and conclusion section, other results of the research were explained in detail and suggestions were made.