The purpose of this paper is to investigate the differences of the mathematics anxiety, interest and achievement according to the mathematical environment in middle school students and to find out which mathematical environment causes have more influence on mathematics anxiety, interest and achievement and how much it is. For this purposes, the problem of this study as follows: Firstly, are there any relationship among mathematical environment, mathematics anxiety, interest and achievement? Secondly, are there mathematical environment predict to mathematical anxiety, interest and achievement? Thirdly, are there any differences in the mathematics anxiety, interest and mathematical achievement according to mathematical environment level? The subjects of this study consisted of 274 students(boy: 134, girl: 140) selected from a class of unit, in middle schools located in Seoul, Korea. In this study, mathematical environment test(Jung, 2002) for students' mathematical environment and Huh(1996)'s mathematics anxiety scale was used for anxiety and interest. The collected data were analyzed by using the 23.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: First, mathematical environment, mathematical anxiety, interest and achievement have significantly relationship each other. Secondly, the multiple regression analyses demonstrated that the mathematical environment's sub factors were the significant predictors of the mathematics anxiety, interest and achievement. Thirdly, mathematics anxiety, interest and achievement have significantly difference according to the mathematical environment level.