This study aims to determine the predictors of math anxiety and its relation to the students' academic behavior in mathematics. It analyzes the profile of the respondents, assess students’ level of math anxiety academic behavior. It also establish relationships between respondent profiles and mathematics anxiety on academic behavior. The research design used in this study is descriptive method of research. The respondents of this study is selected using a purposive sampling method composed of 200 private senior high school students from the division of Laguna. A researcher-made and expert-validated survey questionnaire composed of three parts was used in this study. The findings show that most respondents are 19-year-old, female ABM strand students. The majority has a medium socioeconomic status and came from households with moderate family sizes. The study identifies varying levels of math anxiety among students, they were very anxious to subject mastery and instructional strategies, and moderately anxious to ability and confidence, learning environment, and feedback and encouragement. The findings also indicate that students generally exhibit low academic behavior in mathematics. The results show that there is a significant relationship between students' demographic profile and academic behavior in mathematics. Moreover, there is a significant relationship between the predictors of mathematics anxiety and students’ academic behavior in mathematics. It was observed that there is significant relationship between the students’ demographic profile as well as predictors of mathematics anxiety on their academic behavior in mathematics thus leading to the rejection of both hypotheses. This means that developing customized teaching approaches to address the diverse backgrounds of students is important. Moreover, curricula should focus on foundational understanding and skill-building in mathematics to alleviate anxiety and promote a positive academic experience, thus fostering creativity and innovation. The study recommends teachers adjust teaching methods to suit varying levels of math anxiety and academic behavior among students. Students are encouraged to reflect on strengths, weaknesses, and anxiety coping strategies, while leaders should provide growth opportunities.