This presentation is based on the chaos theory as a research paradigm for conceptualizing and understanding the dynamics and development of student attitudes toward mathematics. The empirical foundation of the study is based on a series of daily surveys administered in 10 intensive undergraduate mathematics classes meeting up to 4 days a week with the total of 254 participants and 73 measured days throughout the entire semester. The findings suggest that the chaos theory might be an appropriate model for educational research, and such academic and demographic parameters as SAT/ACT math scores, GPA, course grade, and gender might be the parameters that explain bifurcations in the chaotic dynamics of student attitudes toward mathematics.