Mathematics anxiety (MA), an adverse emotional reaction characterized by fear or dread when individuals encounter mathematics, afflicts at least 20% of adults. Understanding the antecedents of MA is essential to reach struggling students, however, research has yet to address the development of MA in community college students. Control-value theory suggests that the classroom environment influences students' control and value appraisals, which then trigger MA. A multilevel mediation analysis with community college students ( N = 457) in an intermediate algebra class was conducted to answer the following research questions: Do appraisals (including self-efficacy, fear of failure, academic control, task value, and achievement goal orientations) mediate the impact of environmental factors (including excessive lesson demands, classroom goal structures, and autonomy support) on MA in community college students as they prepare for their final exam in intermediate algebra? Does this model differ when the outcome is measured as course-based trait MA, exam-based trait MA, end-of-survey state MA, and exam-day state MA? Excessive lesson demands and self-efficacy significantly predicted all measures of MA For all but exam-day state MA, autonomy support was a significant predictor, explaining a large amount of between classroom variance and not mediated by any other variables. Finally, for all but exam-day state MA, the negative impact of performance avoidant classroom goal structures on MA was fully mediated by self-efficacy and the negative impact of excessive lesson demands was partially mediated by self-efficacy and fear of failure. Implications for research and practice, especially in the community college context, are discussed.