This quantitative study examined the association between classroom instruction and students' attitudes towards mathematics at the secondary level. Data were collected through a Likert-type survey of Hope High School students and then analyzed for statistical significance by utilizing descriptive statistics, tests of significance, and correlation analysis. The goal was to determine the correlation between classroom instruction and students' attitudes towards mathematics. An extensive review of the literature appropriate to classroom instructional strategies and factors that affect students' attitudes towards mathematics such as gender and self-confidence were conducted. The correlations between classroom instruction and students' attitudes were positive for all grade levels, females, and males. Results supported the view that classroom instruction has a direct relationship with students' attitude towards mathematics. The associations between classroom instruction and students' attitude towards mathematics were subjected to statistical analysis and correlation analysis. The results suggested areas of research such as the association between parents' level of education and students' perception of classroom instruction; the association between students' family income and students' perception of classroom instruction. Due to the complex nature of classroom instruction and students' perception of it, further studies in these areas may contribute to the quality of classroom instruction and students' involvement in it. [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.]