This quasi-experimental study investigates the impact of Peer-Assisted Learning (PAL) on students' confidence and mathematical problem-solving skills among Grade 9 students at Elizalde National High School, Maco, Davao de Oro. With 80 participants, the study utilized a pre-test and post-test design to measure students’ levels of confidence in mathematics and their ability to solve mathematical problems before and after engaging in structured peer-assisted learning activities. Through statistical analysis, the results indicated a significant improvement in both confidence and problem-solving skills, demonstrating that peer-assisted learning is an effective instructional strategy in mathematics education. The study suggests that collaborative learning through peer interactions fosters a supportive learning environment where students feel more comfortable expressing their ideas, clarifying misconceptions, and developing critical thinking skills. Furthermore, findings highlight the role of peer-assisted learning in addressing learning gaps, improving engagement, and making mathematics more accessible and less intimidating for students. Based on these results, the study recommends that educators incorporate structured peer-assisted learning strategies into mathematics instruction to maximize student learning outcomes, enhance motivation, and develop a positive attitude toward mathematical problem-solving.