This research delves into the attitudes, perceptions, and motivations of student-athletes enrolled in Intermediate Algebra courses. It focuses on the distinct challenges they encounter in juggling academic and athletic responsibilities at a southeastern university in the United States. Employing a mixed-methods approach, the study gathered quantitative data through surveys to assess students' attitudes, perceptions, and motivations toward learning mathematics, as well as to determine the influence of their instructors on these factors. The qualitative segment provided deeper insights into their personal experiences, shedding light on their prior encounters with mathematics, their most memorable moments during the current course, and their overall outlook on the mathematics curriculum. The findings revealed that student-athletes demonstrated neutral attitudes and perceptions toward mathematics, and their instructors did not significantly impact these attitudes and perceptions. Additionally, the research indicated that student-athletes exhibited different motivations for learning mathematics compared to their non-athlete peers, with their overall motivation being neutral. Moreover, instructors had minimal to no impact on the motivation of student-athletes throughout the semester. The study concludes by providing recommendations for educators and athletic programs to enhance engagement and success in Intermediate Algebra. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]