This study examined the relationship between storytelling and the academic performance of students in mathematics. Specifically, it aimed to determine the frequency, duration, and quality of storytelling experienced by respondents, assess their mathematics achievement, and analyze the correlation between storytelling exposure and academic outcomes. The study involved 34 grade one students as the respondents, and data were collected using structured instruments measuring storytelling practices and mathematics performance. Findings revealed that storytelling is a well-integrated instructional strategy characterized by moderate frequency, brief duration, and high-quality delivery, with the majority of students participating in 11–15 sessions per week and rating storytelling as Good to Excellent. Mathematics achievement among respondents was generally high, with nearly all students scoring between 91 and 99, indicating strong academic performance. Correlation analysis showed a very strong positive and statistically significant relationship between storytelling and mathematics performance, suggesting that increased exposure to high-quality storytelling is associated with improved academic outcomes. Based on these findings, it is concluded that storytelling serves as an effective pedagogical tool that enhances engagement, motivation, and learning, particularly in mathematics, when implemented thoughtfully with appropriate frequency, duration, and quality. The study recommends that educators continue to integrate storytelling into classroom instruction, optimize its duration, and incorporate narrative-based tasks in mathematics to sustain and further improve student achievement.