The aim of this study was to investigate differences in attitudes towards mathematics,rnmathematics anxiety, and mathematical achievement due to sex, and school type, and torndisplay how well anxiety and attitude towards mathematics determine studentsâ€™rnmathematical achievement controlling for sex and school type. Attitude and anxietyrnmathematics scales were administered to 307 tenth grade students (128 private and 179rngovernment) and the data collected were analyzed using statistical techniques of mean,rnstandard deviation, independent samples t-test and multiple regression analyses.rnResults revealed significant differences in attitude, in anxiety and in mathematicsrnscores with respect to type of schools, but no significant sex differences with respect tornprivate schools, government schools and both types of the schools combined together.rnThe multiple regression analysis displayed that sex, school type, attitude towardsrnmathematics and mathematics anxiety had statistically significant contribution onrnstudentsâ€™ mathematics achievement explaining 45.8% of the variance in mathematicsrnachievement. Of the variables treated in the study, attitude towards mathematics andrnmathematics anxiety were the best predictor variables of the student mathematicsrnachievement. Based on the findings, valuable suggestions were forwarded forrnstakeholders. Thus, to decrease the studentsâ€™ negative attitude towards mathematicsrnand mathematics anxiety students, parents, teachers, school administrators andrneducation planners work together cooperatively; government schools learn bestrnpractices from private schools especially in the use of instructional time and teachersrncreate student-centered teaching methods.