This research took the title of effect of anxiety and disposition on student mathematics learning achievement in medan state 28 junior high school, Indonesia. In this study, anxiety and disposition as independent variables and mathematics learning achievement as a dependent variable. Anxiety when learning mathematics owned by students tend to be influenced by the image of mathematics lessons that are already famous scary. This is because students recognize mathematics subjects are difficult subjects and complicated, so it triggers the fear of students to learn math and resulted in anxiety when faced with mathematics subjects. Contrary to that, mathematical disposition is a change in the tendency of students to see and behave towards mathematics, and to act when learning mathematics. For example, when students can solve non-routine problems, their attitudes and beliefs as a student become more positive. The more mathematical concepts are understood, the more sure the students that mathematics can be mastered. Mathematical disposition can also be interpreted as a desire, awareness and a strong dedication to students to learn math and carry out various mathematical activities. Based on the theory, that there are many factors that affect student's mathematics learning achievement. In this study, researchers took the two factors above, namely anxiety and mathematical disposition. This research takes place in medan state 28 junior high school which is located at North Sumatera. The research method used in this study is a quantitative method with a sample of all students class VIII which each class average amounted to 35 people. The data taken are questionnaires, using Pearson Correlation analysis, Spearman Correlation and Kendal's tau. Data analysis was performed using SPSS 21 for Windows software tool. From the results of this study, it can be concluded that: (1) there is no influence of anxiety on student learning achievement. Or in other words, student learning achievement is not at all affected by the student's anxiety in facing examinations, especially in mathematics; (2) there is an effect of disposition on student learning achievement. Or in other words, student learning achievement is influenced by the disposition attitudes that students have in mathematics learning; (3) simultaneously, anxiety and disposition are proven to have a contribution to influence student achievement, although individually, anxiety does not affect student learning achievement.