The  main concern  in mathematics  education  is  how the  interest  of  students  can be  developed towards  learning  mathematics.  This  study  examined  the  role  of  peer  group, family  and quality  of teachers  in developing  the  of  interest  students  in  learning mathematics  in secondary  schools  in Nigeria  where  Abeokuta  North  local  government,  Ogun state,  was  used as  a case  of  study. The survey  design  of  correlation  type  was  adopted  while  multi-stage  technique  was  used  to select SS2 students.  At  the  first  stage, a total  enumeration  sampling  technique  was  used to select  24 senior  secondary  schools  (9  public  and 15 private)  in Abeokuta  North local  government,  Ogun state.  At  the  second stage,  purposive  sampling  technique  was  used  to select  one  hundred and twenty  (120) SS2 students  (56  male  and 64 female)  and their  age  range  between  13-18 years. Three  research instruments  were  used to collect  data. The  data  collected  were  analyzed using descriptive  statistics,  Pearson Product  Moment  Correlation  (PPMC)  and Multiple Regression and 0.05level  of  significance. Peer  group, Family  and Teacher’s  Quality  had a positive  and significant  relationship  on students’  learning interest  in mathematics  in secondary  school  (r=0.314,  0.442, and 0.291).  peer group, Family  and Teacher’s  Quality  has  a significant  composite  contribution  to students’ interest  in mathematics  [{F(3,116)=9.875, p<0.05}].  Teacher’s  quality  and Family  are  the  two potent  factors  that  made  significant  relative  contribution  to  students’ interest  in learning mathematics  while  the  contributions  of  other  factor  are  not  significant.  The  two  potent  factors are  Teacher’s  Quality  (β=0.334  t(116)=2.374,  p<0.05) and family  (β=0.369,  t(116)=3.334, p<0.05),  while  peer  group (β=0.92,  t(116)=0.912,  p=0.364) do not  significantly  contribute  to students’  interest  in  learning mathematics. The  study  recommended  that  parents  should be  vigilant  of  the  kind of  peer  group their children  belong  to and the  quality  of  teachers  that  are  teaching  them.  It  is  also recommended  for teachers  to endeavour  to  develop  interest  in teaching  of  the  subject  and the  students’ psychological  sta