The study aimed to investigate the relationship between the level of female mathematics teachers' use of artificial intelligence applications and their students' mathematics anxiety. A descriptive approach was employed, where a questionnaire was distributed to 76 mathematics teachers in secondary education in Kuwait, and a mathematics anxiety scale was administered to 361 female students at the secondary level. The results indicated that the level of mathematics teachers' use of artificial intelligence applications was moderate (Mean = 1.994). Similarly, students' mathematics anxiety was also at a moderate level (Mean = 2.836). The study's findings suggested no significant relationship between teachers' use of artificial intelligence applications and their students' mathematics anxiety. The study recommends providing mathematics teachers with a guide for using artificial intelligence applications and intensifying training courses in the field of artificial intelligence in mathematics education, enabling teachers to better incorporate these applications into their lessons.