This research investigates mathematical ability, misconceptions, and mathematics efficacy among 30 pre-university students. The students were given a set of questionnaires on mathematics efficacy and a set of questions based on the topics that they had learned during secondary school. The findings revealed that 6% of the students have problems in secondary school mathematics. Meanwhile, prevalent misconceptions are primarily driven by conceptual, sign, dimensions, and procedural errors, and a significant relationship between self-efficacy and performance was established. Students with greater confidence in their abilities consistently achieve higher scores. These outcomes offered valuable guidance for educators and curriculum designers in addressing misconceptions and refining mathematics teaching approaches at the pre-university level.