This study aimed to examine the effects of secondary school students' metaphorical perceptions regarding mathematics classes and lesson teachers on achievement. A mixed model was used. Positive and negative metaphors generated by students about mathematics classes and mathematics teachers were compared with their achievement in mathematics. After data analysis, the findings were interpreted. Students' metaphoric perceptions related to mathematics classes and mathematics teachers were found to be parallel. Also, negative or positive attitudes towards the lesson and teacher were found to directly influence achievement. Hence, student attitudes towards mathematics lesson and mathematics teachers highly predict their achievement in mathematics.