Research shows that achievement in math contributes to upward mobility in the U.S. and globally. However, both international and national studies demonstrate that teens in the U.S. struggle with math. Among the many factors that may influence teens' math achievement, the role of motivation is key. School achievement over time benefits from sustained motivation and a mindset in which learning is seen as enjoyable and personally rewarding. To better understand the factors that may influence math achievement and, ideally, help address achievement gaps, we studied the relationship between teens' enjoyment of math class and four key factors: (1) Classroom climate (teacher and peer interactions in math class); (2)Math identities and beliefs about math (teens' views of their math ability, how math ability develops and the importance of studying math); (3) Support from parents around math learning (parental expectations and providing help), and (4) Taking honors and/or Advanced Placement (AP) math courses. This analysis is part of a larger study NORC conducted to explore how teens view math (math mindset), their own math abilities (math identity), and their experiences studying math (instructional contexts). The data was collected through a survey of a nationally representative sample of teens ages 13-17, administered in the fall of 2021. This report is a summary of the findings.