This paper explores the reasons why students often find mathematics difficult at the school level, with a focus on primary education where foundational attitudes toward the subject are formed. The study identifies two core issues: the widespread misunderstanding of mathematics among teachers, and the inappropriate pedagogical methods used in classrooms. Mathematics is frequently misinterpreted as a subject of rote memorization rather than a way of understanding patterns, relationships, and abstract concepts. Teachers’ inability to convey conceptual clarity, combined with linguistic and pedagogical limitations, contributes to students’ difficulties in learning. Additional challenges include inadequate understanding of children’s cognitive development, overemphasis on writing, and limited use of activities and visualization. The paper suggests classroom strategies such as relating concepts to students’ experiences, employing concrete-to-abstract progression, encouraging peer interactions, using activity-based methods, reducing reliance on rote memorization, and promoting meaningful practice over mechanical drills. These approaches aim to make mathematics learning accessible, enjoyable, and conceptually rich.