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This study investigated the effect of math anxiety, math self-efficacy, and computer-assisted instruction on the ability of undergraduate nursing students to calculate drug dosages. The population of the study consisted of undergraduate nursing students at Mountain State University (N = 122), while the sample included students enrolled in a Math Topics for Nurses course during the Spring Semester of 2002 (n = 40). Mountain State University is a small, private university located in Beckley, West Virginia. Participants completed the Math Anxiety Scale (MAS), Math Self-Efficacy Scale (MSES) and a Drug Dosage Calculation Exam. Fennema and Sherman (1976) created the Math Anxiety Scale (MAS) while Betz and Hackett (1989) designed the Math Self-Efficacy Scale. The researcher and a panel of experts created the Drug Dosage Calculation Exam. All students attended didactic lectures on oral and parenteral drug dosage calculations, as well as one on intravenous flow rates. After each of the three lectures, students attended either a traditional classroom or a computer lab to reinforce these concepts. Although data analyses indicated that math anxiety was a factor in nursing students' ability to calculate drug dosages, it was not statistically significant. On the other hand, math self-efficacy and computer-assisted instruction showed statistically significant relationships with undergraduate nursing students' ability to calculate drug dosages. Nursing educators must be aware of factors that affect drug dosage calculation abilities and posology errors including math anxiety, math self-efficacy, and method of instruction.