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The purpose of this paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful teaching and learning of mathematics. Images of mathematics seem to be profoundly shaped by epistemological, philosophical, and pedagogical perspectives of one who views mathematics either as priori or a posteriori, absolute or relative, and concrete or nominal. These images, as perceived by an individual can play a significant role in the development of attitudes towards mathematics in the long run. Images of mathematics can have possible negative and positive impacts on teaching and learning of mathematics with the subsequent development of attitudes toward mathematics as positive or negative and also associated mathematics anxiety. A theoretical model with different combinations of images, anxieties, and attitudes toward mathematics can be a helpful tool to develop an understanding of the different relationships among them. Some pedagogical implications can be drawn from these relationships.