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Mathematics is frequently considered as value-free, centring entirely on abstract reasoning. However, more often than not, the teaching of values in mathematics classrooms takes place implicitly through the actions of the teacher. The role values play in mathematics learning is also a growing area of interest and is now viewed by many as a contributing factor in the advancement of the quality of mathematics performance. This paper reports on part of a larger study aiming to establish the components that Grade 8–10 learners from a mathematics-and-science-focus school in Johannesburg value as important in the learning of mathematics. A quantitative survey was used to collect data from 249 participants. Principal component analysis was employed to analyse the data. The main findings revealed seven components that learners appeared to value in the learning of mathematics. Knowledge about what learners value in the learning of mathematics can inform teachers' pedagogical practices and the inculcation of values in mathematics teaching, which may, in turn, improve the quality of learning of mathematics. [ABSTRACT FROM AUTHOR]