The primary purposes of this study were to investigate Social SciencernPreparatory I students' mathematics achievement and attitude towardsrnmathematics and also to determine whether or not selected variables such asrnattitude, liking mathematics, interest to and attention in learning mathematicsrnwere related with mathematics achievement.rnAchievement test, attitude scale and some open and close-ended questionnairernitems were administered to a sample of 221 girls and 121 boys who werernselected by using multi-stage sampling method from four randomly selectedrngovernment preparatory schools.rnOne sample t-test, Pearson Product moment correlation, biserial correlation andrndescriptive analyses were employed on the data for tests of significance. Thernoverall achievement score of the students was found to be lower than 50% (asrnper national criterion for promotion) at 0.05 level and their attitude towardsrnmathematics was unfavourable (less than the test value of 60). Results of biserialrncorrelations analyses indicated that liking mathematics and achievement inrnmathematics were moderately related (r = 0.399), interest to learn mathematicsrnand achievement in mathematics were moderately related (r = 0.376) and alsornattention to learn mathematics and achievement in mathematics were moderatelyrnrelated (r= 0.368) at 0.05 level. It was found that attitude variability accountedrnthe highest (54%) achievement variability among the students. It was concludedrnthat attitude and achievement were highly and positively related (r = 0.731).rnBased on the findings, some possible suggestions were forwarded to students,rnteachers, parents, curriculum planners and Addis Ab~ba Education Bureau thatrnwould help to improve students' achievement in mathematics and raise theirrnattitude towards the subject.