This study examined the relationship between students' motivation and academic performance in mathematics among 40 Grade 10 students at Pinamula Integrated School for the school year 2024-2025, selected through random sampling. A descriptive-correlational research design was employed, utilizing the Mathematics Motivation Scale adopted from Liu and Lin (2010) to gauge student motivation, using the second-quarter mathematics grades to assess academic performance. Data were analyzed using Pearson r correlation analyses, revealing a strong positive correlation (𝑟 = .834) between motivation and academic performance, with a p-value of <.001. The findings indicated that students exhibited a high level of motivation, averaging 3.40, and a very satisfactory academic performance level. This suggests that increased motivation significantly contributes to better academic outcomes in mathematics. The study recommends that educators adopt comprehensive strategies to enhance student motivation, including project-based learning and emotional support, to further improve academic performance in mathematics.