Abstract: Mathematics Phobia continues to be the most common obstacle to students' performance and self-efficacy in academic attainment, particularly at secondary level. This research investigates the causes of Mathematics Phobia among Secondary School Students in the Pynursla C&RD Block, with a variety of factors influencing these causes to range from cognitive abilities, social influence, self-concept, teacher support, learning style, textbook dependence, and student experience. Results indicate that the over-dependence on teacher-centred approach—typified by memorization, narrow strategies to problem-solving, and rigid textbook focus—is the overriding factor in the formation of negative mathematics attitudes. Students are also revealed to be incapable of applying mathematical principles to practical situations, a factor further compounded by inadequate basic knowledge and lack of facilities for application-based learning. With teaching material access and motivational schemes, these are in most instances incapable of countering procedural pedagogy dominance. The result is that students record low motivational scores, reduced critical thinking, and heightened anxiety. The research discovers the imperatives of education reform of conceptual understanding, contextualization, and inquiry-based learning. The interventions suggested include extensive teacher professional development and adoption of student-centred, participatory curricula. Implications from the research, although emerging from a particular regional context, find application to countering Mathematics Phobia and improving education performance in similar contexts.