Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is equivocal: there are studies indicating that the male over female advantage in self-efficacy and beliefs about math learning is as strong as ever and there are studies reporting an absence of gender differences in belief. Using data from 996 grades 7-10 Canadian students, we found that gender differences in beliefs continued, even though gender differences in achievement were near zero. Gender differences, favoring males, were larger for self-beliefs (math self-efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and achievement.