This paper reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability in mathematics achievement scores. Research questions: 1) How are the personal and environmental variables associated with achievement in mathematics for females and males in the three countries? 2) How are the personal and environmental variables associated with participation in advanced mathematics courses for females and males in the three countries?