<p>The Getting Ready in Numeracy (GRIN) program is a targeted intervention designed to support students struggling with mathematics by preparing them for upcoming lessons through small-group tutoring. This study examined changes in students’ attitudes towards mathematics (enjoyment, coping, valuing), students’ views on mathematics as a problem-solving discipline (mathematics as solving open problems flexibly), and descriptive norm-referenced achievement data to contextualise students’ learning trajectories, following participation in the GRIN program. Using a mixed-methods approach, data were collected from 102 primary and secondary students across 14 schools in Victoria, Australia. Quantitative measures, including pre- and post-program surveys, were analysed alongside qualitative data from open-ended student responses. Quantitative findings indicated significant improvements in students’ coping ability and their valuing of mathematics, and an increased tendency to view mathematics as flexible problem-solving; however, improvements in enjoyment did not reach statistical significance. Descriptive norm-referenced data indicated movement toward year-level expectations. Moreover, qualitative analysis revealed that the aspects students viewed as most helpful for their learning (e.g., social context) aligned with the program’s underlying design principles. These results highlight the potential of well-structured preparatory interventions like GRIN to support more positive student attitudes towards mathematics and greater engagement with the subject. Viewed through an equity lens, the findings suggest that strengthening students’ affective readiness and participation in mathematics may support more equitable classroom experiences.</p>