The aim of this study is creating students' profiles by clustering them based on the student and teacher attributions and instructioanal qualifiactions that could affect their mathematics achievement. As a result of cluster analysis, it has been observed that, three classes at the forth-grade level have emerged and two classes at the eight-grade level have emerged. It has been found that the instructional qualifications determined based on the teachers' reports have little importance at this classification. For the eight grade level, it is seen that student attributions as the most important factors at this classification but mathematics achievement, teacher attributions and instructional qualifications are seen as having little effects on this classification at the both grade levels, it has been observed that the most successful students in mathhematics are the ones; whose confidence level are too low in math, who like learning math, who think in math lessons engaging teaching is put into practice, whose sense of school belonging are high and who slightly are exposed to peer pressure. On the other hand, it is seen that students with low-level math achievement are the ones; who have confidence in math so much, who do not like learning math, who think instruction is not interesting in math lessons, whose sense of school belonging are so low and who are highly exposed to peer pressure.