This study examined the relationship between learning styles, mathematics anxiety, and Mathematics achievement among junior high school students in Jones West District during the School Year 2025–2026. It aimed to identify students’ preferred learning styles, determine their levels of mathematics anxiety, assess their academic performance, and analyze the relationship among these variables as a basis for developing an intervention program. A descriptive–correlational quantitative research design was employed. A total of 319 students were selected from a population of 1,850 using stratified random sampling. Data were collected through a structured questionnaire consisting of an adapted Perceptual Learning Style Preference Questionnaire (PLSPQ) and Mathematics Anxiety scales (MARS and AMAS). Statistical tools such as weighted mean, frequency and percentage distribution, and Pearson’s correlation coefficient were used to analyze the data. The findings revealed that students demonstrated strong preferences across multiple learning styles, particularly auditory, kinesthetic, and visual. Mathematics anxiety was experienced at varying levels, with test-taking and numerical task anxiety occurring more frequently compared to course-related and everyday numerical anxiety. In terms of academic performance, most students achieved satisfactory to excellent levels in Mathematics. Correlation analysis indicated that learning styles did not have a statistically significant relationship with Mathematics achievement. In contrast, mathematics anxiety showed a significant negative relationship with achievement, suggesting that higher anxiety levels are associated with lower academic performance. The results highlight that while learning preferences characterize how students engage with instruction, emotional factors such as anxiety play a more critical role in influencing academic outcomes. The study recommends the development of targeted intervention programs focused on reducing mathematics anxiety and fostering a supportive learning environment to enhance student performance in Mathematics.