This research explores the influence of mathematical anxiety on undergraduate students' academic achievement, as evaluated by their total mathematics grade point averages. This research did not examine the link between students' math apprehension, the independent variable, and their academic achievement, the dependent variable. Out of 10000 students, the study sample includes 640 individuals, 320 men and 320 females from different postgraduate institutions in Balochistan. First, the investigators assessed students' overall mathematical grade norms based on the final report cards provided by the administrations. The researchers then applied a current five-point Likert survey form to self-test math fear as a study tool. Using a quantitative technique, the researchers conducted a multiple regression model to assess the association between math anxiety and academic accomplishment as indicated by students' total mathematical grade point averages. The research stated that worry greatly influences the aggregate mathematics score averages of the study's undergraduate students. The researchers advise that instructors detect if math anxiety impairs students' academic performance and implement a student-centered strategy that promotes extremely anxious kids' intellectual development and accomplishment. In addition, future studies should evaluate the influence of math test anxiety in primary and intermediate math courses and identify the arithmetic chapters that worry students the most.