This study examined the relationship between student attitudes and performance in Mathematics in secondary schools in Cameroon. The study employed a descriptive research design of the survey type. The population consisted of all the secondary school students in the North West region of Cameroon. The purposive sampling technique was used to select 40 secondary schools and the simple random sampling technique was used to select 400students from the selected schools. A self -structured instrument tagged "Student Performance Questionnaire (SPQ)" which was validated by research experts in Curriculum Studies was used to collect data for the study. The data collected was analysed using simple percentages and the Pearson Product Moment Correlation. The study generally revealed a significant relationship between student attitudes and performance in Mathematics. Specifically, it revealed that the cognitive, affective and behavioural attitudes of students influence their performance in Mathematics. Based on the findings of the study, it was recommended that students should endeavour to build new mathematical knowledge through problem solving and apply and adapt a variety of appropriate strategies to solve problems. Considering that teachers' attitude predicts student attitudes toward performance in mathematics, it was recommended that the subject "Didactics of Mathematics" be taught as a compulsory subject for all teacher training institutions. Also, routine capacity building workshops should be organised at the national, regional and school levels to develop the cognitive, affective and behavioural attitudes of in-service teachers.