Low mathematical disposition remains a concern. This study examined the mediating effect of the learning environment in the relationship between math video tutorials and student mathematical disposition. Through predictive research design and survey technique, the data from 168 Grade 10 students, selected through proportionate stratified sampling, were analyzed using mediation analysis. Findings showed that the mediator partially affects the predictor-criterion correlation, partly supporting Social Cognitive Theory. Future research may explore other mediators for the remaining 73% unexplained variance, while schools may enhance mathematical disposition by technology-based learning tools and interactive activities.