The purpose of this study was to investigate senior high school female students’ attitude towards the learning of Mathematics. The study was grounded in a positivist paradigm, using adescriptive case study design. Simple random sampling technique was used to select 161 female students. The results indicated that female students had less self-assurance when performing Mathematical tasks. The students were uncertain about whether motivation could change their attitude toward learning Mathematics. The female students were less enthusiastic about Mathematics. The students understood the value of Mathematics and how it applied to all facets of life. The students' knowledge of the importance of mathematics was a strong predictor of their positive attitudes toward learning Mathematics. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of female students. Teachers must take into account students' differences or barriers to learning, minimise anxiety, boost active interest, and appreciate what is being taught and learned.Teachers need to take corrective action to ease stress and offer their female students the assistance they need