In mathematics, Canadian students perform poorly, and enrollment in Canadian postsecondary institutions is low, particularly for women. Clearly, there is a need to understand the personal and social factors that influence mathematics achievement and academic choices. A. Bandura's self-efficacy theory (1977, 1982) implies that academic choices are based on expectations of personal efficacy. In this study, differences distinguishing students who did and those who did not plan to pursue math-related postsecondary programs, and those distinguishing males and females with respect to math achievement, learning and instructional processes, and internal motivation variables were assessed. A total of 191 12th-grade algebra students (99 males and 92 females) enrolled in three Canadian schools were administered a mathematics test, three rating scales, and a questionnaire. Multivariate analysis of variance showed that the effects of gender and intention to pursue a program were significant, but interaction effects were not. These findings suggest that, for both male and female students, instructional approaches that increase student motivation for and enjoyment of mathematics are most likely to increase participation and achievement in mathematics. More emphasis should be placed on the usefulness and relevance of math to everyday life. Five data tables are included. (Author/TJH)