This study examined the relationship of teacher and learning environment variables to attitude toward mathematics. A model explaining these relationships was hypothesized, and causal analysis was employed to test the truthfulness of the model. An Inventory of Affective Aspects of Schooling was developed which tapped various aspects of the five dimensions of the model: student motivation, teacher quality, social-psychological class climate, management-organization class climate, and attitude toward mathematics. Over 2,000 students in grades 4, 7, and 9 were surveyed. Support for the model was moderately positive with the fourth-grade sample, but improved substantially at grades 7 and 9. (MNS)