<p>This study delves into the multifaceted predictors of mathematics performance among Singaporean students, as assessed by PISA 2022, by analyzing both student-level and school-level factors to elucidate the foundations of Singapore's educational excellence. Utilizing a multi-level analytical approach on a dataset of 6482 students from 157 schools, the research reveals critical insights into the dynamics of educational achievement. The intercept-only model, indicating an intraclass correlation coefficient (ICC) of 0.3049, suggests that approximately 30.49% of the variance in mathematics scores is attributable to inter-school differences. Subsequent analysis through a comprehensive model identifies pivotal student-level predictors, including the disciplinary climate in mathematics classes, exposure to mathematics reasoning and twenty-first-century tasks, mathematics self-efficacy across both formal/applied and reasoning/twenty-first-century skills, and a deep familiarity with mathematical concepts. Moreover, at the school level, the analysis highlights the significance of the total number of full-time teachers and nuances in teacher support as essential to educational outcomes, with teacher participation also emerging as a factor of some significance. The elucidated model accounts for 64.25% of the between-school variance and 26.04% of the within-school variance, underscoring the substantial impact of the investigated predictors on mathematics performance variance among Singaporean schools. The findings of this study not only contribute to the academic discourse on mathematics education but also offer actionable insights for policymakers and educators aiming to replicate Singapore’s success or enhance mathematics education globally.</p>