In this study, the main and joint effects of grade level and gender on affective entry characteristics towards mathematics were tested. Six schools took part in the study. Students from grades 4 to 8 completed the scale, resulting in a total 638 responses. The data were analyzed by two-way ANOVA for independent samples. The results indicate that grade level affects students’ affective entry characteristics towards mathematics. As grade level increases, scores of affective entry characteristics towards mathematics decrease. Students’ affective entry characteristics towards mathematics do not differ according to gender. Grade level and gender do not have a joint effect on affective entry characteristics towards mathematics. The findings were interpreted according to the sources of gender differences in affective entry characteristics towards mathematics. It could be argued that grade level is an effective variable in affective entry characteristics, gender differences still remain controversial, and further research is needed to investigate the joint effect of grade level and gender.