The purpose of this presentation is to; 1) define fear and anxiety, 2) discuss the possible causes (etiology) of water anxiety and 3) communicate information collected from swimming teachers and coaches regarding their most successful strategies when working with anxious students. According to the field of psychology, there is a difference between the words fear and anxiety though they are often used interchangeably throughout the literature. Both terms can produce similar visual images and physical responses such as shaking, physical tension or rapid breathing, but each has its own definition. Fear is defined as an immediate response to a true alarm such as an earthquake, severe fire or burglary. Conversely, anxiety is thought of as excessive worry and apprehension of future events that appear out of one's control such as having to pass a swim test to graduate from high school. Possible causes of anxiety can be developmental, social, psychological and/or biological. Developmental contributions refers to certain critical periods when individuals are more or less reactive to a given situation or influence. According to research, many individuals experience an unfortunate event such as witnessing a near-drowning. Others found that fear of the water may have resulted from prolonged unpleasant water experiences over a number of years or the result of a single traumatic experience. Studies have shown that social and cultural contributions such as the family's attitude, school pressures from various social groups, the immediate swimming group or imitating those who are afraid had an influence on individuals who were fearful. Psychological contributions include cognitive, emotional and behavioral influences. Finally, with regard to the biological contributions, there is increasing evidence that shows we inherit a tendency to be tense or uptight. Fourteen (14) teachers/coaches were interviewed to find out what strategies they collectively used that helped them work effectively with anxious students/athletes. Their strategies centered around four major themes; (a) teaching styles, (b) proximity, (c) communication and (d) skill selection. Most felt that an individualized teaching style that allowed students to work at their own pace was important as well as physical closeness and good communication skills. Lastly, the order in which students were introduced to certain swimming and water safety skills was essential. For example, many felt that buoyancy (floating), breath control, submersion, propulsion (arm and leg movements) and safety skills was an efffective sequence. Keyword(s): adapted physical activity, aquatics, research