The aim of this study was to determine the perception of gender roles students and the existence of gender stereotypes about mathematics. The study checked students' attitudes towards expressive and instrumental traits and gender roles of women and men, attitudes about mathematics as a male domain, attitudes about inborn math abilities, then attitudes related to the relationship with the math teacher and eventually study examined the educational achievement of students. Analyses were conducted on data collected from 214 respondents, of which participants 38.8% (N = 83) of boys and 61.2% (N = 131) girls, two natural aimed gymnasium and two vocational schools. Of these, 41.1% (N = 88) were gymnasium students, 58.9% (N = 126) were students of vocational secondary schools. Four measuring instruments were used: an instrument of gender roles, an instrument that examines the attitude of children about mathematics as a male domain, an instrument that examines the implicit theory of inborn intelligence to master mathematics and instrument that examines the relationship with the math teacher. The results showed that both young women and men perceive the expressive qualities typical feminine traits, and instrumental typical masculine traits, while girls reported stronger rejection of such stereotypical beliefs. Furthermore, students generally disagree that mathematics is predominantly a male domain, and although do not show belief that for her mastering are necessary inborn abilities, though comparison of the results showed that boys more likley show this belief than girls. Also, the results suggest that both boys and girls perceived quality relationship with math teacher, and in the end both boys and girls show equal educational achievement. The results are commented in regard to school that students attend and gender, and are compared with previous investigations.