Description: Students' home and school are two of the main factors that influence how students learn. Parental attitudes, educational aspirations, socio-economic status are all part of a student's home environment. A student's home environment can be seen as an agency that aids in the construction of student attitudes and school achievement. School is another significant factor determining how students learn the different subjects in school, and the TIMSS study collected extensive information on these and other background factors using questionnaires. The purpose of the present study is to examine the possible effect of endogenous and exogenous factors on the mathematics achievement of eighth graders, using the TIMSS 2003 data base and the LISREL structural equation modelling. In particular, the study focuses on factors related to school and family. The study tried to answer the following questions. 1. What effect do school climate and family and peer reinforcement have on mathematics teaching? 2. What effect do school climate, educational background and reinforcement have on student attitudes towards mathematics? 3. What effect do attitudes, teaching, climate, reinforcement and educational background have on mathematics achievement? In Cyprus 60 schools participated in the questionnaire study (the entire population) and the number of students tested was 4002. The questions addressed four issues:1. Student attitudes toward mathematics 2. Class teaching-activities related to the mathematics lesson. 3. School climate. 4. Educational background of the family. The study demonstrated that school climate influence teaching; the family's educational background and the school climate influence student attitudes toward mathematics; attitudes influence teaching; and educational background, school climate, and attitudes have direct effect on mathematics achievement.