Reported are the results of a correlational study designed to investigate sex differences in various correlates of attitude and achievement in mathematics. Biographical inventories consisting of 90 or 97 true-false statements were constructed to assess mathematical attitude. The inventories were administered to eighth grade, college freshmen, and graduate student groups. Other measures of ability and achievement were used with the analysis of the eighth grade students. Results of chi square analyses of independence between the measure of mathematics attitude and each of the inventory items are reported separately by sex for each student group. General scholastic ability is shown to be an important correlate of interest and ability in mathematics, and it is suggested that parental interests are also significant. The findings also indicate great complexity of factors governing ability and interest in mathematics. (RS)