Low student engagement continues to undermine mathematics education. With this, academic grit and perceived teacher support were examined as predictors of mathematics engagement. Using a predictive design involving 282 junior high school students who were selected through stratified proportional random sampling, the results showed that academic grit and perceived teacher support significantly predicted mathematics engagement at a strong level, affirming Social Learning Theory. Future studies may examine additional variables that could explain the remaining 36.2% of the variance in mathematics engagement, explore emerging predictors through qualitative research, and encourage the Department of Education to develop school-based programs that strengthen students’ academic grit and teacher support systems.