Introduction: Executive functions involve cognitive and metacognitive abilities that make up a sophisticated system that monitors and reviews conduct involved in decision-making. These functions are critical for carrying out tasks and adaptive behavior. Among its components are inhibitory and attentional control, planning, self-regulation and cognitive flexibility, all relating directly to academic performance. This study examines how variables linked to executive functions and learning are related to mathematics achievement in primary school students. Method: A total of 519 boys and girls participated in the study, with a mean age of 10.74 years (SD = 0.66). Students were classified into three groups (low, medium and high) according to their math achievement. Results: The results show significant, negative relations between math performance and attention deficit, hyperactivity and impulsivity; as well as positive relations with learning strategies, attitude towards study and academic self-concept. Differences between the math achievement groups are significant in practically all the variables studied. Discussion and conclusions: School interventions that address both executive functions and intentional training in learning strategies are needed in order to encourage better academic performance.