This study focuses on the effects of coping strategies to the mathematical anxiety and students’ mathematics performance. This study aims to assess the level of their coping strategies, their mathematical anxiety and their performance based on grades. Also, the study seeks to determine if the coping strategies significantly affect their mathematical anxiety and performance. The descriptive method is used in gathering the data since this research focused in describing the effects of coping strategies to the mathematical anxiety and Mathematics performance. Random sampling techniques were used to select the 316 Grade 11 Senior High School students of ACTS Computer College from different strands. The main instrument used in this research study is a researcher-made questionnaire about the coping strategies and mathematical anxiety. There is a high level of coping strategies among Grade 11 students of ACTS Computer College Moreover, there is also a high level of mathematical anxiety among them. As to students’ mathematics grade, majority of them were advanced. Overall, the identified significant effects of the coping strategies such as creating a supportive environment, setting realistic goals, time management and relaxation techniques can lessen the mathematical anxiety of the students in terms of learning, self-concept and test anxieties. Lastly, among the coping strategies, only setting realistic goals can improve the Mathematics performance of Grade 11 students. Based on the gathered data, it is concluded that the coping strategies such as creating supportive environment, setting realistic goals and time management significantly affect the learning anxiety of Grade 11 students while time management and relaxation techniques have significant effect to self-concept anxiety and only relaxation techniques have significant effect to test anxiety. It implies that coping strategies significantly affect the mathematical anxiety of the students. Thus, the first null hypothesis is rejected. Lastly, coping strategies do not significantly affect the Mathematics performance of selected Grade 11 students of ACTS Computer College except setting realistic goals. It gives way to accept the other null hypothesis. Based on the findings and conclusions drawn, teachers are suggested to set realistic goal for every lesson so that the learners can attain the target goals in order for them to lessen their mathematical anxiety. Since mathematical anxieties are often experience by the learners especially in this post-pandemic era, school administrators should conduct seminars and workshops for the students and invite professionals who can lessen their fears. Also, it can help them to properly use coping strategies in dealing their anxiety.