This study examined the mathematics beliefs of students who attained mastery, as indicated by earning an A, in their introductory math class in fall, 2008. This study addressed the following research questions: do students who attain mastery in introductory college math courses differ in their math beliefs from students who pass introductory math courses as measured by the Views About Math Survey (VAMS, Carlson, 1997); how do students who exhibit more availing beliefs describe their experiences with mathematics, the process by which they developed their availing math beliefs, and the teaching behaviors that impacted the development of those beliefs; and do students with more availing math beliefs engage in different learning behaviors, particularly in the use of metacognitive strategies, than students with less availing beliefs?

The study obtained data from student records, A and C student responses to the VAMS and semi structured interviews with eight students who earned A's. Sixty-two students completed the VAMS (A group n=38; C group n=24). Students who earned A's demonstrated more availing math beliefs (p=0.006); fewer hours of study (p=0.005); higher math placement (p-0.023) and SAT scores (p=0.030); more math confidence (p=0.001); and higher high school GPA's (p=.003). Successful math students described math as relevant, used a variety of metacognitive learning strategies, and enjoyed the challenge of understanding and solving math problems. Teachers, tutors and mentors were instrumental in students' development of more availing math beliefs.