Poor problem-solving skills is a concern in education. The significance to forecast perceived problem-solving skills using mathematical resilience, critical thinking, and collaborative learning as predictors, was examined. Using predictive design, survey technique, stratified random sampling in selecting 200 Grade 10 learners, and multiple regression analysis in analyzing the data, it was found that perceived problem-solving skills were significantly forecasted by the predictors, partially supporting the Self-Determination Theory. Mathematics teachers may strengthen critical thinking and collaborative learning through interactive and collaborative classroom activities. Future research may explore other factors through qualitative approaches to further explain learners’ problem-solving skills.