The purpose of this study was to investigate the effect of value driven activities on mathematics achievement, value perceptions, problem-solving skills, attitudes towards mathematics, and retention in the 6th grade Mathematics Practices Lesson (MPL). The study was informed by principles of a values education and employed a quasi-experimental design that included a pre-test/post-test control group. The study group consisted of the 6th graders in a public school registered to an elective MLP. Data collection tools were The Value Perceptions Scale (VPS) and Academic Achievement Test (AAT), Attitude towards Mathematics Scale (AtMS), and Problem Solving Inventory (PSI). According to the results, there was a significant difference between the experimental group's VPS pre-test, post-test, and retention total scores in favor of the post-test scores. In addition, there was a statistically significant difference between the post-test total score of the experimental group and the post-test total score of the control group in favor of the experimental group. This indicates the MPL incorporated values instructional activities that significantly affected the students' value perceptions in the experimental group. There was no significant difference between the post-test PSI total scores of the students in both groups. No statistically significant difference was observed between the post-test total score of the control group and the post-test total scores related to AtMS. There was no significant difference between the AAT post-test total scores of the students in the experimental group and the post-test total scores of the students in the control group who did not receive the experimental activities.