This study examined the relationship between self-concept, attitude of the students towards mathematics, and math achievement. Also, this study investigated the influence of study habits on achievement; study habits on attitude of students to mathematics. The influence of gender and self-concept and study habit group on achievement and attitude towards mathematics were separately investigated. The method adopted was correlation design. Two hundred (200) Senior Secondary School 2 students (Male = 74 Female = 126) were used in the study. They were selected from six secondary schools from Ibadan Metropolis. Random sampling was used to select the local government, while stratified sampling technique was used to select 200 students, (male and female) used in the six schools. Data were collected using 20 items Mathematics Self Concept Questionnaire (MSCQ r = 0,86) and 20 items Mathematics Study Habit Questionnaire (MSHQ, r = 0.70) and 30 items multiple-choice Mathematics Achievement Test (MAT, r = 0.76) respectively and analyzed using Pearson Product Moment Correlation (PPMC) and t-test statistics tested at 0.05 level of significance. The result showed that there was a positive relationship between students' attitude and mathematics (P[subscript 200] = 0.976; P < 0.05), study habit and academic achievement (P[subscript 200] = 0.563; P < 0.05) for both self-concept and study habit groups. Also, there was no significant difference in gender for both self-concept and study habit group. However, it was suggested that teachers should develop in their students a positive self-concept towards Mathematics including good study habits and pleasant teaching experience to enhance higher self-concept, good study habit and better performance in Mathematics.