This paper describes the results of a small empirical study (n = 130), in which undergraduate students in the Business Faculty of a UK university were asked to express views and expectations relating to the study of a mathematics. Factor analysis is used to identify latent variables emerging from clusters of the measured variables and these are interpreted within the context of a simple model of student engagement. The potential impact of the latent variables on student self-efficacy (a student's belief in their ability to achieve successful outcomes) is discussed, and suggestions are made as to how this type of information can be utilized by lecturers to help promote better student engagement and provide effective support in mathematics.