Student's attitudes toward mathematics were studied in the literatute in relation to (1) IQ and achievement scores and (2) vocational choice and then measured using two new tests which were developed for this study. Positive and negative statements about mathematics were constructed, so that students could indicate degree of agreement or disagreement with them. A panel of six judges then rated each item for its suitability in the proposed attitude scale. The resulting items were administered to a group of students. They were separated into those who scored above, versus below, the median indicating a positive or a negative attitude. Those items which differentiated the two groups by a significant difference were kept. Item analysis was carried out on the mathematics items and on some items pertaining to attitudes toward French. When mathematics achievement was also considered as an external criterion, little relationship was found between attitude and achievement. A second measure was developed--a five-item check list of student behavior to be completed by the teacher. A panel of judges was again consulted. The 23-item attitude scale and the behavioral check list were administered to fifth, sixth, and ninth grade students. Teachers also provided mathematics achievement data. Although test reliability was .93, the correlation between attitude and achievement was low. The check list was a better predictor of mathematics achievement, especially in the ninth grade. A three-page bibliography concludes the document. (GDC)