​This study aimed to identify the mathematics anxiety degree among newly graduated mathEMATICS teachers and its relationship to gender and experience. The descriptive-analytical approach was used. The study sample was consisting of (237) newly graduated mathematics teachers. The researchers developed a mathematics anxiety scale. Its validity and reliability were verified. The results of the study showed that the mathematics anxiety degree among newly graduated mathematics teachers was medium. And the results didn't show a statistical significant difference among the newly graduated teachers due the to gender and experience variables. In light of the results the researchers recommended that the teachers must be encouraged to reveal their anxiety sources and to work on helping them to overcome them through technical and psychological support by educational supervisors, schools principals and their experienced colleagues.​