The purpose of this study was to investigate the gender differences in students' attitude toward mathematics and how attitude impacts achievement in the course. The sample consisted of 172 undergraduate health science students (123 women, 49 men) enrolled in mathematics courses at a University in the Midwestern United States. Data were collected using a 20-item self-report survey adapted from the TIMSS 2011 context questionnaire. Independent sample t-test, Pearson correlation analysis and Path analysis were performed on the data. We found that there is a positive relationship between mathematics attitude and achievement. There is also a statistically significant gender difference for students liking of mathematics, with men reporting higher scores than women.