Low mathematics persistence remains a global concern. The mediating effect of technology utilization on the relationship between mathematics self-efficacy and student persistence in learning was verified. Using predictive design, data from 222 Grade 10 junior high school students selected through proportionate stratified random sampling were analyzed using mediation analysis. It was found that technology utilization partially mediates the relationship between mathematics self-efficacy and student persistence, partly supporting Social Cognitive Theory. Future research may examine other mediators, while curriculum planners should integrate self-efficacy strategies with tools like Google Classroom, GeoGebra, and Khan Academy to improve mathematics persistence.