The purpose of this study was to understand how students' attitudes were connected to their mathematics learning. This investigation was specific to web-based homework in developmental courses in the community college environment. The mixed-methods approach was used to analyze the relationship between students' attitudes and mathematical achievement. The findings from the survey questionnaire showed mixed responses from the students on the benefits and disadvantages of the web-based homework. Cluster analysis results indicated the relationship between the three groups of students and their differences in mathematics attitude. The results suggest that students with lower and average mathematics achievement had a more positive in attitude towards using the web-based homework system compared to the high achieving students. Based on the results, it can be noted that web-based homework plays an important role in students' attitude possibly because of the immediate feedback that improves understanding.