The present study investigated Grade 9 learners’ perceptions of factors influencing their academic performance in Mathematics in Tshwane municipality, South Africa. The study was based on positivism paradigm. The quantitative research approach was used while the research design was a descriptive survey design. The sample was made up of 400 learners (280 females and 120 males). Convenient sampling method was employed as a result of the nature of data. A self-designed questionnaire was administered to collect data. Data were analysed using quantitative approach with the statistical package for the social sciences, version 24.0, and the few open ended data on strategies for improving learners’ performance were analysed deductively. Frequency tables and ratios were calculated to establish the rating of each item. A Chi-square test was used to establish relationships of the variables on learners’ Mathematics performance. The study revealed that the Grade 9 learners perceived the factors influencing their performance in Mathematics were teacher-learner relationship, school environment and influence of learners’ attitude towards their performance in Mathematics, while peer relationship and home background (parents’ relationship and support) were perceived as not having any relationship with learners’ academic performance. The following recommendations were made to improve the Grade 9 learners’ performance in Mathematics, they are: policies that may consider Mathematics as a compulsory subject in the place of maths numeracy; there should be a regular in-service training for Mathematics teachers; parents should give adequate attention and care to their children in their Mathematics assignments; there should be provision of additional classrooms and infrastructures by the government and other stakeholders; learners should be encouraged to cultivate a more positive attitude towards Mathematics as a subject. Lastly, the study proposed a model for improving Grade 9 learners’ academic performance in Mathematics in Tshwane municipality, South Africa. / Psychology of Education / D. Ed. (Psychology of Education)