<p>Human behaviour develops through the interaction of neurobiological and environmental factors, with early experiences playing a critical role in shaping sensorimotor, socioemotional, and cognitive functions. Musical training, a multimodal and progressively complex activity, has been proposed as a powerful enhancer of neuroplasticity and higher-order cognition, particularly when initiated before the age of seven. Although the link between musical training and academic achievement has been widely reported, the mechanisms explaining this relationship remain poorly understood, particularly in childhood. This study examined the mediating role of study attitude and executive functions in the relationship between early musical training and mathematical performance in childhood. A sample of 162 Spanish children aged 8–12&#xa0;years was assessed using standardised measures of executive functions (BRIEF-2), study attitude (CHTE), and mathematical performance (BADyG). Results showed that children with musical training achieved higher mathematical performance, with stronger effects observed in those who began before age seven. Mediation analyses revealed a significant chained effect: early musical training was associated with a more positive study attitude, which related to higher scores in working memory and, in turn, was linked to better mathematical outcomes. Inhibition and flexibility did not emerge as significant mediators. These findings suggest that the benefits of early musical training on mathematics extend beyond cognitive gains to include attitudinal and motivational pathways. The study suggests the potential educational value of early music training for supporting both cognitive and academic development, suggesting that structured music programmes could be considered a valuable component of early curricula to potentially support the development of core skills such as motivation, working memory, and mathematical abilities.</p>