Given　the　established　correlation　between　teacher　support　and　academic　engagement,　this　study　aimed　to　explore　the　psychological　mechanisms　underlying　teacher　support　and　college　students＇　math　engagement　using　a　two-wave　survey.　Participants　were　647　first-year　students　from　two　Chinese　colleges　who　self-reported　their　perceived　teacher　support,　math　self-efficacy,　and　math　intrinsic　value.　Six　months　later,　they　self-reported　their　math　engagement.　After　controlling　for　gender　and　age,　the　structural　equation　model　demonstrates　that　intrinsic　value　plays　a　mediating　role　in　the　relationship　between　teacher　support　and　math　engagement.　Additionally,　math　self-efficacy　moderated　the　relationships　between　teacher　support　and　math　engagement,　and　between　teacher　support　and　intrinsic　value.　These　results　indicate　that　active　teacher　support　and　math　self-efficacy　should　be　prioritized　to　increase　intrinsic　value　and　math　engagement.　This　study　thus　contributes　to　a　better　understanding　of　the　antecedents　of　math　engagement,　as　well　as　the　association　between　teacher　support　and　math　engagement.