This study wants to determine if motivation and self-efficacy can be a predictor of students’ Mathematics performance in an online learning context. A descriptive-correlational design was conducted to explore the study. The participants were selected from 4 campuses of Davao De Oro State College. All students who are enrolled in the Mathematics of Investment subject were included in the study using a universal sampling technique. This study used adapted 4 points Likert scale questionnaires for motivation and self-efficacy and self-tailored summative assessment for Mathematics performance. The study concluded that the students had a moderate level of self-efficacy and motivation in an online learning context. The result showed that both motivation and self-efficacy have a negligible relationship and were not statistically significant. The study also found that motivation and self-efficacy were not significant predictors of students’ Mathematics performance. The study recommends that students develop personal strategies to enhance self-efficacy and motivation, while teachers should design and implement effective instructional strategies to cater to varied learning styles. Furthermore, school administrators should develop policies and programs that promote effective online learning practices in Mathematics education.