This study aimed to investigate the mediating role of attitude towards mathematics in the relationship between classroom management and mathematics engagement among students. A quantitative research design utilizing descriptive and correlational approach was employed, with a total of 308 respondents surveyed from a group of grade 11 students in a private senior high school institution in Tagum City Division, Davao del Norte, Philippines, for the S.Y. 2024-2025. Data were obtained using three adapted questionnaires that were validated and treated using specific statistical treatments such as the mean, Pearson's r, and mediation analysis. The findings revealed that the classroom management practiced by the mathematics teachers was applied on all occasions. Also, this study found that the mathematics engagement of the students was manifested and students’ positive attitude towards mathematics was demonstrated most of the time. Moreover, the study revealed a significant relationship between classroom management and mathematics engagement, with r = 0.502 and p-value < 0.05. This study also found that classroom management had a significant relationship with students’ attitudes toward mathematics, with r=0.401 and p-value<0.05. In addition, attitude towards mathematics and mathematics engagement was also found to have a significant relationship having r = 0.819 and p < 0.05. Further, it was also presented in this study that students’ attitudes toward mathematics significantly mediate the relationship between classroom management and mathematics engagement. The results suggest that enhancing students’ attitudes toward mathematics by incorporating it with the math teachers’ classroom management could lead to an increase in mathematical engagement among the students.