A conventional view in education is the belief that expending more effort in mathematics will lead directly to a higher academic achievement. Whilst no one would argue that effort is unnecessary, the link between effort and academic achievement needs to be examined further. In particular, there may be a possibility of mediator variables in this relationship. Thus, the aim of this study is to analyze possible mediation effects of non-cognitive factors, specifically enjoyment, and self-confidence, in the relation between effort and academic achievement. The sample comprised of 227 tertiary level students (92 males 135 females) enrolled in a mathematics module at a tertiary institute. Self-reported measures of effort, enjoyment, and self-confidence were obtained together with their end of semester math examination results. Results indicated that enjoyment and self-confidence sequentially mediate the relationship between effort and academic achievement. Implications to educational practice are discussed.