Understanding students' reflective practices and attitudes toward mathematics is crucial for educators in fostering effective learning environments. Reflective practices involve students critically analyzing their problem-solving approaches and learning strategies, while attitudes toward mathematics encompass their feelings, beliefs, and perceptions about the subject This study explores the reflective practices and attitudes towards mathematics of grade eight students through a series of reflective activities integrated into the mathematics curriculum. Reflective practices included self-assessment, error analysis, group discussions, and journaling. These practices helped students recognize the practical value of mathematics, develop self-confidence by acknowledging strengths and areas for improvement, maintain motivation through challenges, and find enjoyment in solving problems and understanding concepts. An embedded mixed method design was employed, and Attitude Towards Mathematics Inventory was utilized to determine the attitudes of students toward Mathematics. Complete enumeration sampling was employed to determine the participants, which comprised fifty-three (53) eighth-grade learners from a science high school. A paired t-test was used to analyze the collected data to determine if there was a statistically significant difference within each group, and an independent sample t-test to determine the significant difference between groups. Findings show that there is a significant difference between the group of students who engage in reflective practices and those who do not engage. These results suggest that reflective practices have the potential to enhance attitudes toward mathematics among high school students.