The study sought to investigate whether teaching mathematics through problem solving approach (PSA) would affect students attitudes towards learning and the subsequent examination of performance in mathematics at a secondary school in Central West Education Division (CWED) of Malawi. The study followed a mixed research method where both quantitative and qualitative data was generated. The target population was the Form three (Grade 11) students in a double shift secondary school. A total of 209 students participated in this study from six classrooms of this double shift secondary school. A quasi- experimental non- randomized, non equivalent, pre-test/post-test, control group design was employed for the study. The dependent variable was students‟ attitude towards mathematics while independent variables were the problem-solving teaching approach and achievement levels (high, medium and low). Data was generated through Attitude Towards Mathematics Inventory (ATMI) (pre-test/post-test), administrative document analysis, lesson observation and post intervention interview. Findings from the study revealed that the experimental group significantly changed in attitudes towards mathematics as pre-test mean was 147.35, post-test mean was 167.25, and calculated mean difference (t value) was 14.2 with probability (p) of < 0.001 compared to the control group which had pre-test mean of 143.35, post-test mean of 145.34, and calculated mean difference (t-value) was 1.4 with probability (p) of > 0.5, indicating a no significant change in attitudes. In terms of performance the experimental, group pre-test mean was 31.25, post-test mean was 56.09, and the calculated mean difference (t-value) was 27.32, with the probability (p) of < .001, did better than the control group which had pre-test mean of 33.67, post-test mean of 34.92 and the calculated mean difference (t-value) was 2.54, with probability (p) of < .005 at the end of term test. This indicates a significant change in performance in the experimental group and a non-significant change in performance in the control group. It was concluded that problem-solving approach positively affected students attitude and performance in mathematics. Therefore, it is recommended that mathematics teachers at both primary and secondary level should teach mathematics through problem-solving approach.