The purpose of this study investigated the relationships of school types and students' mathematics learning from three public junior high schools. The 534 students in this study were from two single-sex and one coeducational schools. This study collected data of students' mathematics score, mathematics attitudes, and mathematics learning behavior. The results revealed that students' mathematics scores in the male single-sex school were significantly higher than students from the other two schools. Second, Students' attitudes for mathematics in the male single-sex school were also significantly higher than students from the other two schools. Third, students' behaviors for mathematics learning were related to their own school types.