The study focused on the influence of double shift schooling system on attitude to learning mathematics among senior secondary school students in Adamawa State, Nigeria. The population of the study consists of all the 7611 senior secondary 3 (SS3) morning and afternoon day students for the 2017/2018 school session in the State. The study consists of 153 and 227 students as respondents from the morning and afternoon schools sessions respectively, from three education zones of the State. The research design that was adopted for this study is the survey design, while multistage sampling technique was used to select the sample used for the study. Two research questions and three hypotheses guided the study. A structured questionnaire based on a Five-point Likert type scale called Influence of Double Shift System Questionnaire on Students’ Attitude to Learning Mathematics (IDSSQSALM)was developed by the researchers and used to collect data. Z-test was used to test hypothesis 1, ANOVA was used for hypothesis 2, while Pearson correlation coefficient was used to test hypothesis three, all hypotheses were tested at the 0.05 level of significance. The result of the study indicates that there is a significant mean score difference between students’ attitudes towards learning mathematics in double shift schools, with the mean score of 4.26 for the morning students and the mean score of 2.89 for the afternoon students. Also, the result of the analysis for hypothesis two (HO2), revealed that there is significant mean score difference between students’ attitude towards learning of mathematics in double shift schools based on gender. For the morning students, both male and female students have positiveattitude with mean score of 4.28 and 4.25 respectively. While, for the afternoon students both genders have moderate attitude with mean score of 2.68 for the male and 3.20 for the females.Thus, the researchersrecommends that the afternoon day school system should be discourage.