The present study examined the relations between ethnic context and attitudes about 9th grade math in youth from different ethnic groups who had recently transitioned to high school. The large sample comprised African American, Latino, White, and Asian youth (n = 2,265, 55% girls, M[subscript age] = 14.6 yrs.) A new questionnaire was developed assessing four math attitudes (perceived competence, feelings of belonging, perceive importance and anxiety in math) and two ethnic context variables (perceived same-ethnic peers in one's math class and perceptions of the school ethnic climate). Participants listed the math course they were taking in 9th grade and then completed the questionnaire based on that class. Perceiving more same-ethnic classmates in math was related to more positive attitudes about perceived competence and feelings of belonging in math. Significant interactions between the two ethnic context variables were documented suggesting that a positive ethnic climate buffered some of the negative effects of few same-ethnic peers on perceived competence and belonging. Implications of the findings for understanding the social-motivational underpinnings of high school course-taking among multi-ethnic youth were discussed.