Academic performance remains a critical indicator of educational success, particularly among business graduates who require strong analytical and quantitative competencies. This study examines the influence of value of mathematics, motivation towards mathematics, and enjoyment of mathematics on academic performance through the mediating role of student learning mathematics. Grounded in Expectancy Value Theory, the study employs a quantitative research design and collects data using a structured questionnaire adapted from validated scales. Data is analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that value of mathematics, motivation towards mathematics, and enjoyment of mathematics significantly enhance students learning mathematics. Furthermore, students learning mathematics positively influences academic performance. The results also indicate that value of mathematics has a direct positive effect on academic performance, whereas the direct effects of motivation and enjoyment are not significant. Mediation analysis demonstrates that student learning mathematics mediates the relationships between value of mathematics and academic performance and between enjoyment of mathematics and academic performance. The study highlights the importance of fostering positive mathematics attitudes to strengthen learning outcomes and academic success among business graduates.