The purpose of this study was to examine the relation between the attitudes and components of attitude of the students towards algebra with their algebra achievements. The population for this study consists of all government tenth grade students and their mathematics teachers in Addis Ababa city administration. Sixteen tenth grade sections were selected from Addis Ababa secondary schools using multistage sampling and all students and mathematics teachers in the selected sections are considered. There were weak relationships between algebra achievement and each of the five components of attitudes including the attitude in algebra. The contribution of all components of attitude in algebra collectively significantly affected (but low) the achievement of students in algebra. The contribution of confidence was significant on the variable algebra achievement, but the other components usefulness, Enjoyment, subject is perceived as a male domain and teacher expectations were not significant on the variable algebra achievement. The highest contribution for the knowledge, comprehension and application parts of achievement of algebra was by confidence. (Contains 4 tables.)