Low numeracy skills among students remain a critical concern in mathematics education. This study examined the mediating roles of grit and academic support in the relationship between higher-order thinking skills in mathematics (HOTS) and numeracy skills among Grade 7 students. Anchored on the COM-B Model of Behavior, the study employed a quantitative correlational research design using parallel mediation analysis. A total of 229 respondents were selected from four schools under Cluster 11, Marilog District, Davao City, through proportionate stratified sampling. Data were gathered using four validated instruments measuring HOTS, grit, academic support, and numeracy skills, and were analyzed using descriptive statistics, Pearson correlation, and parallel mediation analysis through Jamovi software. Results revealed that HOTS, grit, and academic support were all at a Low level, while numeracy skills were at a Low Proficient level overall. All three predictor variables demonstrated significant, moderately low positive correlations with numeracy skills. Parallel mediation analysis revealed that academic support and grit significantly mediated the relationship between HOTS and numeracy skills. The direct and total effects of HOTS on numeracy skills both remained significant.