Abstract: Literature is clear about how individuals’ capacity to solve real-world problem could be enhanced through mathematics learning. It is also suggested that advances in mathematics and sciences could be promoted by one’s knowledge and skills in mathematics. Yet attitudes of students toward mathematics learning can affect and influence their mathematics results, which in turn can limit their access to taking advantage of opportunities offered by mathematics and sciences. Different dimensions of attitude to mathematics are known but there is the need to determine and nurture, early in students, those dimensions likely to groom them into inventiveness and problem-solving for development. Inspired by the country’s aim at looking to produce students who would become citizens capable of solving societal problems, we used quantitative investigation to explore two of such dimensions: attitudes to mathematics inquiry and enjoyment of mathematics lessons.