Summary.The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to grade 6 children, 206 boys and 212 girls, in five urban Jamaican elementary schools. Mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; girls had higher mathematics achievement than boys. Analytic conceptual style had a significant positive correlation with intelligence, but had no relation to sex. When intelligence was partialled out, the relation between conceptual style preference and mathematics achievement became non‐significan