This study aspired to determine the moderating effect of instructional practices on the relationship between mathematics attitude and anxiety of students of Grade 9 students. The quantitative design utilizing descriptive and correlational methods were used in the study. The respondents of the study were 207 grade 9 students at selected schools in Santo Tomas, Davao del Norte of S.Y. 2025-2026. Mean, Standard Deviation, Pearson-r and Hierarchical Regression Analysis were used in interpreting the data gathered. Findings were, levels of mathematics attitude, mathematics anxiety, and instructional practices are all high. Also, it was found that there is a significant relationship between mathematics attitude and mathematics anxiety among the respondents. Furthermore, instructional practices of teachers do not significantly moderate the relationship between mathematics attitude and mathematics anxiety among the respondents. Based on the findings, it would serve as basis for DepEd as well as other organizations for strengthening policies and programs that address students’ emotional and psychological experiences in learning mathematics that help positive mathematics attitude and eventually improved mathematics performance and confidence among students