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2 Abstract: The purpose of this study is to determine the key factors that influencing Libyan students' achievement in mathematics. A questionnaire of 30 items was distributed for Libyan students in Kuala Lumpur, Malaysia. The total number of the respondents was 201 (74 male and 127 female). One hundred and five students were in grade 4-6, eighty one students grade 7-9 and fifteen students from secondary school. Students were asked to respond to a 5-point Likert scale. Factor analysis technique was used and based on the Eigen values over one, six factors were identified. The combination of items, with loadings greater than 0.50, were considered as separate factors. These factors were Teaching Practices (which was recorded highly on loading), teacher' attribution, classroom climate, students' attitude towards mathematics and students' anxiety, in addition to students' mathematics achievement. Subsequently, confirmatory factor analysis was conducted using the Structural Equation Modelling. The results showed that the teacher' attribution and students' attitude towards mathematics were the highest and lowest factors influencing the students' achievement, respectively. Moreover, the relationship among Teaching Practices and teacher attribution was high (0.68). Generally, good correlations were found among these factors in one hand and student's achievement in mathematics in the other hand.
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