In recent years researchers have examined the apparent discrepancy between the sexes in mathematical ability. To explore the relationship between mathematics achievement and sex, sex role identity, self-esteem, and locus of control, 260 college students (170 males, 90 females), from three mathematics course levels, completed Rosenberg's Self-Esteem Scale, the Rotter Internal-External Locus of Control Scale, the Bem Sex Role Inventory, and three mathematics achievement tests. Alternate forms of the achievement tests were readministered at the end of the semester. The sample was divided into three attendance groups, i.e., students who withdrew from the course, those who withdrew from the experiment but completed the course, and those who completed the course and the experiment (145 students). An analysis of the results showed no sex differences in math background or in attrition rates from the course or the experiment. No significant differences in sex role identity, self-esteem, or locus of control were found. However, female self-esteem did increase with course level, while male self-esteem was unrelated to course level. The male attendance groups did not differ significantly on math achievement scores, while the female groups did. Females who withdrew from the course evidenced significantly lower achievement scores than either of the other two attendance groups. (BL)