The primary purpose of this study was to determine the mediating effect of attitudes towards mathematics on the relationship between academic self-efficacy and motivation to learn mathematics. This study employed a quantitative research design with descriptive and correlational methods. Using stratified random sampling, 254 Grade 10 students were selected as respondents from six secondary public schools of Governor Generoso, Davao Oriental during the school year 2022-2023. Furthermore, this study used three adopted research instruments, all were validated to collect data and used mean, standard deviation, and Pearson-r as statistical treatment. The findings showed that academic self-efficacy and motivation to learn math among the students are high, while their attitude towards mathematics is moderate. The findings revealed that academic self-efficacy significantly positively correlates with motivation to learn math, academic self-efficacy significantly positively correlates with attitude towards mathematics, and attitude towards mathematics significantly positively correlates with motivation to learn math. Moreover, attitude towards mathematics partially mediates the relationship between academic self-efficacy and motivation to learn math. These results encourage educators and administrators to take steps for better teaching and learning mathematics. Furthermore, better application of the results demands replication of similar studies in the field of education. This will validate the durability of these relationships beyond the present research setting and contribute to the body of knowledge for a better understanding of different issues and concerns related to attitude towards mathematics, academic self-efficacy, and motivation to learn mathematics.