The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an
environment extends beyond the classroom and school to include the home. It is from these environments that learners draw
resources, both tangible and intangible, that impact on their educational experience. While current bodies of literature focus
on either school or home resources, this paper looks at both. Multiple regression analyses were conducted on the 2011
Trends in International Mathematics and Science Study (TIMSS) data to determine the resources factors that influence South
African learners’ performance in mathematics. The findings reveal that both school and home environments play significant
roles in learners’ mathematics performance. This paper therefore suggests that it is not only the socio-economic factors of
schools that impact learners’ mathematics performance, but also that higher levels of parental education have a significant
positive influence.