This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,experience and pupils’ academic achievement in primary school mathematics. The participants of thestudy comprises of 254 primary school teachers and 120 primary school pupils. Data collected on thestudy were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacybeing the best predictor of pupils’ academic achievement in mathematics was followed by teacher’sinterest. Attitude, qualification and experience were not significant correlation with pupil’s achievementin mathematics. The study recommended that it is high time for primary school mathematics teachers tohave a change of attitude towards the teaching of the subject so that the achievement of universal basiceducation will not be hindered. Furthermore, primary school educational authorities were called upon toensure that only teachers who are qualified to teach the subject are employed. Not these alone, theirattention was also drawn to the fact that they should design educational programmes that will enhancethe teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.