This study sought to explore how social factors influence learner’s Mathematical development. The respondents were selected according to a mixed method approach, where the dominate approach was quantitative method. The study was undertaken in was one science college in East London. Data analysis was with the aid of both descriptive and inferential statistics. Independent variables for this study were grouped into: (i) characteristics of mathematics achievement (MA) and (ii) characteristics of MA members. Results revealed that the social variables significantly predicted learners’ mathematics achievement. These were status of parent, duration of parental ship, parents’ attendance at school meetings. Other significant predictors included financial and material contributions to learners from parents.