The goal of this paper is to investigate the relationship between students’ attitude toward the subject of mathematics (ATM) and their achievement in mathematics (AIM) in the context of online schooling. Further, this project seeks to compare the AIM-ATM relationship of students who take a math course online with that of students who take math in a physical classroom setting. While previous studies have explored the AIM-ATM relationship, the results have been inconsistent, and none have been performed in the age of digital learning. In this project, the data were collected from 144 high school respondents through a Google Form that was shared on social media and several forums. Spearman Rank Correlation Coefficient (SRCC) tests were conducted on the AIM and ATM data provided by respondents, and further testing was done on the demographic characteristics of the respondents in order to control for confounding variables. The results suggest that there is a positive, monotonic relationship between AIM and ATM for students taking math online, but there is no AIM-ATM relationship for students taking math in-person. No demographic characteristics appeared to influence AIM except for sex. These findings have the potential to affect future pedagogical methods for mathematics.