This project is a descriptive study which determined the Math anxieties of students enrolled in the BSEd Program of the College of Education, Tarlac State University during the academic year 2012-2013 classified according to their specialization. The study also identified the significant difference in the Mathematics anxiety level of the students with respect to their specialization and the significant relationship between Math anxiety and achievement in Mathematics to propose an enhanced program of Mathematics instruction to non-Math majors. A total of two hundred fifteen (215) first year college students consisting of 47 Social Studies majors, 45 MAPEH majors, 45 English majors, 38 Filipino majors, and 40 TLE majors completed the group of respondents. The selection of respondents was done using purposive sampling. The researchers administered a validated teacher-made mathematics test consisting of 35 items and a 20-item math anxiety scale divided into three domains: 8 items in Social Domain, 6 items in the Intellectual Domain and 6 items in the Psychological Domain. Results of the study showed that there was no significant difference in the Mathematics anxiety level of the students with respect to their specialization, and there was a significant correlation between Math anxiety and Math achievement of the college students. It also revealed that among the three domains of Math anxiety, it is the Psychological/Emotional Domain that affected most the achievement of the students in Mathematics. Consequently, a program to enhance mathematics instruction to college students was proposed.