Mathematics education usually concentrates on achievement in cognitive domain. As the subject triggers many negative emotions among students, research in mathematics education needs attention on affective outcomes. Learning goals, perseverance, learning strategy and decision regarding future learning may influence students' affect. Students hold many false beliefs regarding the nature of mathematics and learning of it. This study analyzes select affective beliefs held by high school students regarding mathematics and its learning. A survey was conducted on a random sample (n=500) of high school students to obtain their beliefs on learning mathematics. Despite recognizing importance of the subject, most of the students perceive mathematics as difficult and boring, possess beliefs like mathematics is not in their reach, only people with high intelligence can learn mathematics, and also ability to learn the same is an inborn ability. Based on the student beliefs, the study counsels educators for managing the affective issues in mathematics teaching- learning process, with focus on motivational beliefs, interest and anxiety.