Ongoing policy discussions emphasize the need for more STEM professionals to keep the United States internationally competitive in scientific fields and industry. From a K-16 perspective, it is important to note that students' trajectories into STEM professions are often shaped by their high school experiences--especially in mathematics. Accordingly, this study employs a strength-based framework to examine students' high school math achievement with an emphasis on the role of their math-related personal and social strengths. This research uses data from the NCES High School Longitudinal Study, a large-scale national study that emphasizes students' math outcomes. Moderated regression was utilized to examine associations between students' high school math-related strengths and their math achievement, as well as how these relationships may differ based upon students' prior math achievement. The findings suggest that a number of students' strengths in math were positively related to their math achievement; however, some of these relationships differed base upon prior math achievement levels. Accordingly, while math-related strengths can be equally beneficial for students in some instances, in other instances there is a need to better understand these relationships with some nuance. Implications for K-16 STEM education policy, practice and research are discussed.