Possible gender differences in attitudes toward mathematics were studied between low-achieving and high-achieving fifth-grade students in selected elementary schools within a large, metropolitan area. The attitudes of pre-adolescent children at an intermediate grade level were assessed to determine the effects of rapidly emerging gender-related differences at this developmental stage. A true random sample of 200 students (47 low-achieving males, 49 high-achieving males, 46 low-achieving females, and 58 high-achieving females) was selected from 4,872 students who took the California Achievement Tests in Mathematics during October of 1986. Subjects were administered four domain-specific subscales from the Fennema-Sherman Mathematics Attitude Scales. Structured, audiotaped interviews were also conducted concerning mathematics attitudes. Results indicate that gender was not a statistically significant factor in determining overall student attitudes. However, lower confidence in learning mathematics and a belief in male dominance in the subject contributed to non-election of mathematics courses by females. Self-confidence, positive attitudes toward success, positive teacher and parental attitudes, and stereotyping mathematics as a neutral domain were significant factors in formulating students' overall positive attitudes toward mathematics. Eight data tables are provided, and the student follow-up interview is appended. (TJH)