This study aims at examining the mediator effect of such variables as math anxiety, self-efficacy and self-concept on the relationship between teacher motivation and math literacy. This is a qualitative study carried out with relational screening model. Study data were obtained from PISA 2012 Turkey results. In parallel with the study aim, cross-level mediation model was used to examine the models set up for mediator effect of student-related factors. An increase of one unit in variables such as students’ “Math Anxietyâ€, “Maths Self-Efficacy†and “Maths Self-Concept†brings a decrease of 16.004 units, an increase of 26.760 units and a decrease of 7.201 units in math literacy levels, respectively. The constants and coefficients regarding variables of “Maths Self-Efficacy†and “Maths Self-Concept†were found significant in the regression equation. Teacher moral has a direct effect of 18.764 units on math literacy. In other words, taking the levels of math anxiety, self-efficacy and self-concept under control, one-unit increase in teacher moral increases math literacy by 18.764 units. It was found out that teacher moral has an effect of 1.232 units on students’ math anxiety and math literacy, while 3.104 on self-efficacy and -0.504 on self-concept levels. On one hand, math anxiety and self-efficacy were found as mediator variables which increase the effect of teacher moral on math literacy, self-concept was found to be an mediator variable decreasing teacher moral effect on math literacy. In order to explore the share of indirect effect in total effect, the proportion of total indirect effects of mediator variables to total effects was examined. It was found that 6 %, 14 % and 3 % of the relationship between teacher moral and math literacy is accounted for by math anxiety, self-efficacy and self- concept, respectively. As a conclusion, it can be said that the three studied variables have a low mediator effect on the relationship between teacher moral and math literacy.