Mathematical knowledge is important for management students because it supports effective decision-making, financial analysis, and strategic planning. Without mathematical knowledge, students may struggle with budgeting, data interpretation, and solving business problems. Therefore, the study addresses the influence of classroom management, teacher’s quality, mathematics interest, and metacognitive strategies on the mathematics achievements of management students with the moderating effect of mathematical self-efficacy.  Cross-sectional quantitative data were collected from 350 university management students applying the purposive sampling technique. Hypothesis results showed that classroom management, teacher’s quality, mathematics interest, and metacognitive strategies significantly increase the mathematics achievements of management students. The moderating effect of mathematical self-efficacy also positively strengthens the relationship of all exogenous and endogenous variables. These findings recommended that improving classroom management, teacher quality, and raising interest in mathematics could significantly enhance students' mathematical achievement in management studies. Incorporating metacognitive learning strategies further boosts performance by promoting self-regulated learning. Furthermore, a significant moderating effect also shows that factors such as student motivation or learning environment can enhance or weaken the impact of classroom management, teacher quality, mathematics interest, and metacognitive strategies on achievement. This suggests that interventions targeting these moderating factors can further increase students' mathematical success, highlighting the need for a supportive and motivating learning context alongside effective teaching practices. Therefore, educational institutions should prioritize these factors in curriculum design and teaching practices to improve outcomes.