The purpose of this study is to investigate the mediating effect of mathematics self-efficacy on the relationship between digital learning engagement and problem-solving skills of grade 8 students. The quantitative approach, specifically a descriptive and correlational design with mediation analysis was used in the study. The respondents of the study were 232 grade 8 students in selected private schools in Panabo City S.Y. 2025-2026. Mean, Pearson-r, standard deviation and Regression Analysis were used in interpreting the data gathered. The results of this study revealed that there is no significant relationship between digital learning engagement and problem-solving skills and no significant relationship between mathematics self-efficacy and problem-solving skills. However, there is a significant relationship between digital learning engagement and mathematics self-efficacy. Further, the mediation analysis revealed that mathematics self-efficacy did not significantly mediate the relationship between digital learning engagement and problem-solving skills. Moreover, the results revealed that the level of digital learning engagement and mathematics self-efficacy are high, while the level of students’ problem-solving skills in terms of percentage test scores is low. Based on the findings, it would serve as an eye-opener to the Department of Education, school administrators, and other stakeholders to prioritize targeted interventions that directly improve students’ problem-solving skills in Mathematics, leading to better academic performance and overall educational outcomes.