The study aimed to determine the level of student- and teacher-related factors contributing to anxiety in mathematics, focusing on students interest and study habits, and teachers skills, personality traits, and instructional materials. It also explored the significant effects of these factors on students mathematics performance. The study utilized a descriptive research design and included 130 senior high school students from LSPU - SCC enrolled during the academic year 2022-2023. The results revealed a significant effect of the factors related to students and teachers on why they experience anxiety, which in turn results in satisfactory  performance in mathematics. The findings indicate that teachers personalities play a vital role in addressing mathematical anxiety and developing students interest in the subject. Maintaining a connection between teachers and learners through interactive classroom activities enhances students study habits. Teachers mastery of the lesson content increases learners performance. Approachable teachers help learners to easily deliver tasks and feel more comfortable asking questions. The use of manipulative and other non-traditional devices engages learners in the teaching-learning process. To address these issues, teachers must create strategic intervention materials to support low-performing learners, attend seminars to enhance their skills and personality traits, and encourage students to develop a love for mathematics.