Self-efficacy and academic motivation are known factors of academic success in a math class. The present study aimed to determine whether math self-efficacy could be a predictor of academic motivation, and whether math self-efficacy and academic motivation would vary between participants from private and public schools. A total sample of 773 Filipino high school students responded to a questionnaire. Results indicated that math self-efficacy predicted intrinsic motivation only. Likewise, a significant difference was observed in the academic motivation of students from private and public schools, but no difference was found in their math self-efficacy. Implications highlighted the importance of the context of learning, and what psychologists and school counselors could draw from the results in designing interventions for students.