This study examines high school students' attitudes toward mathematics and analyzes whether there were differences in attitude and its source that could be attributed to gender, class level, type of school, mathematics success, whether the students received preschool education, families' income level, and high school student's place of living. Findings indicate that the successes of individuals in any subject, area, or discipline are related not only to their cognitive abilities but to their environmental and social factors. Among these factors, family, school, and peers are the major ones. Parental factors can be fairly determining in individuals' education process in general and their teaching process in particular. Other factors include teaching programs and teachers. The teacher's negative and weakening attitudes to students make them hate mathematics classes. (Contains 8 tables.)