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What are high school students thinking? The purpose of this study was to examine the degree that psychosocial attitudes affect academic achievement in mathematics for students of different races during secondary schooling. Based on a quantitative methodology, data was gathered from a nationally distributed survey involving over 16,000 student participants under the auspices of the National Center for Education Statistics (NCES). Transcript information was incorporated into the analysis, so student math attitudes and student racial profiles could be correlated to courses taken and grades. Significant differences were found when comparing Latina/o to non-Latina/o students with regard to student self-evaluations of mathematics affinity, appreciation and capacity. Subsequent analyses revealed that Latina/os are significantly less prepared than their non-Latina/o peers in terms of the highest level of math course completed. The implications of this study endorse revisions to student mathematics course placement procedures, as well as mentorship and other promotional programs for underrepresented minority students. The results of this study inform policy makers, administrators, teachers, and other educational advocates whose interests lie in decreasing inequities that exist among students from a diverse range of racial backgrounds.