The purpose of this study was to investigate characteristics of affect and growth of students with different mathematics learning dispositions. The sampled 213 fifth graders were categorized into four disposition types based upon their profiles involving school grades, affective self rating, mathematics computer game, and standardized mathematics tests. Four distinct disposition types were derived from the empirical data: intelligent, engaged, test-oriented, and avoidant. The research findings show that the mathematics intelligent students were motivated and willing to take challenges. They enjoyed the learning process. The mathematics engaged students were motivated, persistent and resilient to setbacks. The test-oriented students tended to be afraid of failures and have strong self-defensive mechanisms.The mathematics avoidant are passive learners with low self-esteem. There are significant differences in the mathematic growth among students with different disposition types, and the growth slopes of engaged type is noticeably higher than test-oriented type. The study on mathematics learning disposition has implications for future research on mathematics learning and growth .