The relationships between gender, math attitude, and math achievement have traditionally been studied within individual countries, despite the existence of large international data sets available for analysis. This dissertation investigated the relationships between gender, math attitude, and math achievement based on information from 50 participating countries in the Trends in International Mathematics and Science Study (TIMSS). Countries were first grouped into clusters using hierarchical cluster analysis, and these clusters were validated on separate samples using discriminant function analysis. Multiple-group latent variable modeling was employed between clusters and within clusters to assess the nature and strength of the relationships between gender, math attitude, and math achievement. The findings suggest that math self-confidence has a particularly strong relationship with math achievement, and that value of math has a particularly weak relationship with math achievement. Additionally, gender differences in math achievement appear to have disappeared or now favor female students, but male students report generally higher levels of math self-confidence. Implications are discussed, along with limitations and suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]