The purpose of this study is to empirically verify the relationship between the students perception of the mathematics classroom culture and their attitudes toward mathematics learning. For this, 253 sixth grade students were sampled and data were collected using a questionnaire survey method. The data collected through test on perception of the mathematics classroom culture were classified into student-centered and teacher-centered classroom culture groups based on 80% of positive responses, and independent sample t-test was conducted to determine the difference in the attitude toward mathematics learning between these two groups. As a result of the analysis, there was a statistically significant difference in the significance level 0.05 between the student-centered group and the teacher-centered group. This study has a great implication in the related research in that it empirically verified the relationship between the mathematics classroom culture and the students mathematics learning attitude.