This research aimed to investigate mediating effect of metacognitive thinking skills on the relationship between academic motivation and attitude towards mathematics. The respondents were Grade 11 students drawn out from the total population using stratified random sampling. To collect the relevant data, three adapted survey questionnaires were administered to the respondents to measure the level of academic motivation, metacognitive thinking skills, and attitude towards mathematics. The results of the study showed high level of academic motivation and metacognitive thinking skills while the level of attitude towards mathematics was very high. The results further revealed a positive weak relationship on academic motivation, metacognitive thinking skills, and attitude towards mathematics. Furthermore, metacognitive thinking skills fully mediate the relationship between academic motivation and attitude towards mathematics.