The purpose of this study is to compare Korean and Turkish science high school students in terms of their math learning strategies and math learning motivation. For this purpose, a total of 308 students were surveyed, including 188 students in science high schools in Korea and 120 students in Turkey's science high school. Results are as follows. First, Korean students used more learning strategies in math than Turkish students. While there was no gender difference in learning strategies for Korean students, male students in Turkey used more critical thinking strategies than their female peers. Second, Korean students had higher math learning motivation than Turkish students in all motivation sub-factors except self-efficacy. A significant interaction effect of country and gender was found in relation to learning motivation, showing that Turkish male students had higher extrinsic motivation and test anxiety than their female peers while no gender difference in learning motivation was found for Korean students. Third, there was no gender gap in math achievement for Korean students while a significant gender gap was found favoring female students in Turkey. The results implied that differences in culture and gender might affect students’ use of learning strategies and their level of learning motivation in math.