How the grade-six pupils attitudes and beliefs on problem solving would relate to their mathematical problem solving performance was investigated by the present research. Conducted in March 1996, this descriptive-correlational research utilized two standardized instruments--the Indiana University Attitude Inventory and the Kloosterman and Stage and Fenema and Sherman Beliefs Scale and a researcher-made problem solving test. The multi-stage sampling was used in the selection of 411 pupils from seven central and non-central schools in the Division of Iloilo during school year 1995-96. Frequency count, percentage analysis, mean, standard deviation, the t-test, the Pearson's r, and the Stepwise Multiple Regression Analysis were employed to analyze the data. Significance level was set at .05 alpha. The study found that the grade-six pupils in the Division of Iloilo had very low performance in the over-all problem solving test, had positive attitude towards mathematical problem solving-- high willingness, perseverance, and self- confidence in solving problems, and demonstrated predominantly positive beliefs towards mathematics and problem solving. Significant differences existed in the general, standard textbook, and process problem solving performance among the pupils--with the female pupils showing better performance than the males. A significant difference was noted between the male and the female pupils perseverance during the problem solving--in favor of the female pupils and beliefs that word problems are important in mathematics--in favor of the males. The pupils attitude towards, and perseverance in solving problems was positively and significantly correlated with their general, standard textbook, and process problem performance and their willingness to engage in problem solving activities was likewise positively and significantly correlated with their textbook and general problem solving performance. Beliefs such as ability to solve time-consuming word problems and usefulness of mathematics in daily lie were significantly correlated with general, standard textbook, and process problem solving performance among the pupils. Finally, beliefs such as ability to solve time-consuming word problems and the usefulness of mathematics in daily life and perseverance were found to predict the pupils general and standard textbook problem solving performance while beliefs such as the usefulness of mathematics in daily life and the importance of word problems in mathematics and perseverance were significant predictors of process problem solving performance.