The need to raise achievement levels in mathematics and science has led instructional design researchers to focus on the factors that enhance achievement in these subjects. Understanding of students toward mathematics achievement may guide educators in their efforts to promote achievement by designing learning models that provide the most efficient and effective instructional strategies and learning experiences. The present study aims to examine the relationships between computational thinking (CT) skills and results in a mathematics test in a Trends in International Mathematics and Science Study (TIMSS). The five skills of CT, including creativity, algorithmic thinking, cooperation, critical thinking, and problem solving, were considered. Awareness of thinking skills and their influence on students' results may provide educators with ideas for designing instruction that may improve TIMSS achievement. The total study sample comprised of 46 female students. The results indicate that high CT levels predicted high mathematics results in TIMSS. Problem solving skills had the highest impact in the test result while creativity skills were the least influential. The results concluded that students might need to improve their problem solving skills rather than their critical thinking skills to become successful in TIMSS assessments.