Evidence suggests that high math anxiety causes performance deficits due to ruminations which act as an attentional distractor that clogs up phonological working memory through negative verbal self-talk. These resources are necessary for proper math functioning and are a key target for interventions to alleviate performance deficits. This thesis aims to apply previous research that has provided evidence of improved performance in high cognitive load tasks through the use of auditory instructions compared to written instructions, in order to override ruminations and redirect attentional resources to the math task. The research conducted suggests that auditory instructions were not beneficial in addition or subtraction tasks in either high or low math anxious participants leading to a deficit in knowledge of why this would not work. Further exploration using the Task Switching paradigm sought to explore whether or not high anxious participants receive benefits from auditory instructions which resulted in two experiments that provide conflicting results. Further exploration reported that high math anxious individuals do not struggle to identify key characteristics of letters or numbers compared to low anxious regardless of cognitive load. Finally, math anxious individuals were tested on a number-based Task Switching task under auditory and visual instructional modalities highlighting that they do indeed receive performance benefits from auditory instructions, however low anxious individuals do not. The results of this thesis highlight differences in the processing of numerical information due to math anxiety based on the complexity of the math task suggesting a deficit in low-level processing due to a lack of phonological working memory, whilst more difficult arithmetic requires a complex balance of phonological and spatial that cannot be supported simply through auditory instructions.