The study was conducted to determine the non-cognitive factors affecting the mathematics performance of Bachelor of Secondary Education students using Structural Equation Modeling as a basis for the formulation of a proposed Mathematics Learning Intervention Framework.  This study employed a descriptive-correlational method.  A total of 266 pre-service teachers participated and answered the survey questionnaires through complete enumeration sampling.  The results revealed that self-efficacy, study strategies, teacher support, and involvement directly affect the mathematics performance of the BSED major in mathematics students.  In addition to this, the Mathematics Learning Intervention Framework was crafted highlighting self-efficacy, study strategies for math class, teacher support, and involvement factors to improve students' mathematics performance.