This study is on access to Science, Technology, Engineering, Arts and Mathematics (STEAM) Education as correlate to junior secondary school students' interest and performance in mathematics in Gwagwalada Area Council, Federal Capital Territory (FCT), Nigeria. The research had three research questions and tested two hypotheses. The study adopted a correlational research design on a population of 8,206 public junior secondary school students in Gwagwalada Area Council, FCT. One hundred and eighty (180) students were selected from two schools using multistage sampling technique as the sample for the study. The instruments used for data collection were: Access to STEAM Education Questionnaire (ASEQ) and Mathematics Interest Inventory (MII). Students’ Mathematics Achievement Performance Scores were also collected from the sampled schools. The reliability coefficients of ASEQ and MII were 0.83 and 0.81 respectively. The research questions were answered using descriptive statistics (Mean and Standard deviation) while the hypotheses were tested using the Spearman Rank Correlation at 0.05 level of significance. The findings revealed that students had access to STEAM education which boosted their interest for mathematics. However, there was a weak negative relationship between access to STEAM Education and Students’ Academic Performance in Mathematics (SAPM). Moreover, a strong positive significant relationship (r = 0.600, p = 0.000; p<0.05) between access to STEAM education and students’ interest in mathematics was obtained while the negative relationship between access to STEAM education and SAPM was not significant (r = -0.071, p = 0.173; p>0.05). This was due to the inability of teachers to cover the scheme of work, poor exam condition, small sample size taken in this study, and availability of STEAM facilities. The study concludes that access to STEAM education enhances students’ interest in mathematics while academic performance in mathematics was negatively correlated. Based on the findings, it is recommended that Secondary school authorities should introduce specialized STEAM subjects, clubs or projects that will relate real world applications and interdisciplinary learning. In addition, teachers should design interdisciplinary projects in science and art that would explicitly demonstrate how STEAM approach is used to promote deeper interest for mathematics. Also, the government should ensure STEAM projects and lessons are closely aligned with mathematics curriculum standards to reinforce students’ performance in mathematics.