This research explores the psychological factors influencing students’ motivation in mathematics at General Education Colleges (CEG) in Bembérèké, Benin. The main objective is to identify the psychological dynamics that affect student engagement in this subject. A qualitative approach was adopted, involving 170 students and 33 teachers. Data were collected using questionnaires and analyzed through a combination of thematic and statistical analyses. The results show that the majority of students perceive themselves as having average or below-average competence in mathematics, which negatively impacts their motivation. Additionally, a high level of math anxiety was observed, constituting a major obstacle to learning. Despite moderate to high interest in mathematics, students’ intrinsic motivation remains low, limiting their long-term engagement. The findings suggest the need to rethink pedagogical strategies to better meet students’ needs by integrating psychological support programs and more interactive teaching methods. This research makes a significant contribution to understanding students’ motivation in mathematics in underrepresented educational contexts and proposes ways to improve student engagement and academic performance.