This study examined the relationship between attitudes toward mathematics and students’ academic achievement, with feedback literacy explored as a potential mediating variable. A descriptive-correlational research design employing mediation analysis was utilized among Third-Year Bachelor of Elementary Education (BEED-Generalist) students during the First Semester of the Academic Year 2025–2026. Data were collected using standardized instruments measuring attitudes toward mathematics, feedback literacy, and mathematics achievement. Results revealed that students demonstrated a generally positive attitude toward mathematics, with high levels of value, sense of security, motivation, and enjoyment. However, mathematics achievement was described as fair. Students also exhibited a very highly extensive level of feedback literacy across all dimensions, including appreciation, positive attitude, awareness of effective feedback, and openness to using feedback. Correlation analysis indicated a significant relationship between attitudes toward mathematics and academic achievement, as well as between attitudes toward mathematics and feedback literacy. In contrast, feedback literacy was not significantly related to academic achievement. Mediation analysis further showed that while attitudes toward mathematics significantly predicted feedback literacy, feedback literacy did not significantly predict academic achievement and did not mediate the relationship between attitudes toward mathematics and academic achievement. These findings suggest that although students possess positive mathematical attitudes and high feedback literacy, these factors do not automatically translate into higher academic achievement. The study highlights the need for instructional strategies that strengthen the functional use of feedback and enhance instructional practices to better convert positive attitudes into improved mathematics achievement.