This study examined the mediating effect of attention focus on the relationship between teachers’ enthusiasm and learners’ analytical thinking ability among Grade 10 learners in Cluster 2 public secondary schools in Davao City. A non-experimental quantitative design with descriptive-correlational technique was employed, and data were gathered from 279 Grade 10 learners drawn from a population of 920 through simple random sampling with proportional allocation. Adapted and modified survey questionnaires were used to assess the three variables. Findings indicated that teachers’ enthusiasm and attention focus were rated moderate, while learners’ analytical thinking ability was rated high. Correlational analysis revealed significant positive relationships among teachers’ enthusiasm, attention focus, and learners’ analytical thinking ability. Mediation analysis confirmed a significant partial mediation, showing that attention focus explained part of the influence of teachers’ enthusiasm on learners’ analytical thinking ability. The study recommends learner-centered strategies that strengthen teacher enthusiasm, sustain attention, and promote analytical classroom engagement.