Learning mathematics at university level involves higher cognitive ability. The rationale to conduct this study is to investigate the relationships among perception of classroom environment, intrinsic motivation and achievement. The findings show that, students who have close relationships with their instructors, perceive their instructors as supportive and communicative, and actively engage in classroom activities achieve better than those who do not. Though both are significant, the relationship between mathematics achievement and perception of classroom environment is stronger than between achievement and intrinsic motivation. To make learning easy and productive, teachers should model interest in learning; communicate to students reasons for being enthusiastic about school; create low anxiety classrooms; induce curiosity and suspense; and make abstract material more personal, concrete, and familiar; and engage students in classroom activities. Moreover, teachers should encourage female students to freely participate in class and ask help. The findings of this book are helpful for students, teachers, administrators, policy makers and researchers.