Gender gaps persist in international assessments of mathematics, and in most cases, differences are in favour of boys. In Ireland, concern has been raised about lower numbers of girls than boys attaining at the highest levels of mathematics. The research described in this paper examined data from a longitudinal government study in Ireland. Relationships were explored between attainment in mathematics at school completion and socioeconomic status (SES), general anxiety, attainment in mathematics at age 9, and enjoyment of mathematics at age 9. Gendered differences were found in the strength of the correlation in all cases. The completion of mathematics-rich subject(s) was also explored as a potential contributing factor to variations in attainment in mathematics, but no gendered difference was found.