Hierarchical linear modeling was used to examine the effects of individual and classroom level factors on reported value of mathematics for students (n=557) in grades three, four, and six. Data for this study came from the "Childhood and Beyond" study. Results indicated that the use of computers and computer efficacy were both positively related to students' valuing of mathematics. A negative relationship was found between teachers giving parents positive feedback and students' levels of valuing math in classrooms. This is in contrast to prior studies that suggest parents' ratings of students' abilities in math are related to students' interest in math. It was determined that grade level is not a significant predictor of valuing mathematics, but that attending a middle level school has detrimental effects on students' valuing of mathematics. The results of the study suggest that teachers do make a difference and that, after controlling for various student characteristics, classroom-level variables still have important effects on students' valuing of mathematics. (SYB)