This study aims at determining the efficacy of two therapeutic techniques on mathematics anxiety of pupils with Attention Deficit Hyperactivity Disorder (ADHD) in Emu, Edo State, Nigeria. The study adopts pretest, posttest, control, group quasi-experimental research design with a 3x2x2 factorial matrix. Multi-stage sampling technique is used to select 120 participants from three randomly selected public primary schools in Emu, Edo State, Nigeria. The participants are randomly assigned to treatment and control groups. Participants in the two treatment groups are exposed to eight weeks of Co-operative Learning Strategy and Self-Efficacy Training.  Two instruments used are: Vanderbilt ADHD Diagnostic Teacher Rating Scale and Mathematics Anxiety Rating Scale. Two hypotheses are tested at 0.05 level of significance and data analysis is done using Analysis of Covariance and Duncan post hoc. Findings reveal that there is a significant main effect of treatment on mathematics anxiety of pupils with ADHD. Also, Co-operative learning strategy is more effective in reducing mathematics anxiety of pupils with ADHD than selfefficacy training technique. However, there is no significant interaction effect of age and gender on mathematics anxiety of pupils with ADHD used in the study. Therefore, it is recommended that teachers teaching Pupils with ADHD expressing mathematics anxiety should use diverse teaching methods that would interest and meet the needs of Pupils with ADHD.