Abstract: The study was carried-out to examine sustenance of qualitative universal basic education via classroom interaction in Mathematics using an empirical research design in the Nigerian public primary schools. Study made use of 200 pupils that were selected through simple random technique of every fifth positioned pupils in four public schools out of which 50 pupils were chosen in each school and four classroom mathematics teachers, so that each group of Teacher-Pupils (TP), Pupil-Pupil (PP), Pupil-Materials (PM) and Teacher-Pupils-Materials (TPM) had 50 pupils each. Two research questions and one hypothesis were raised in the study at 0.05 level of significant. One major instrument, which had two sections, was developed, validated and used for the study and it was tagged Part 1: Achievement test on Mathematics and Part 2: Attitudes towards Mathematics (r = 0.68). Data were analyzed through simple percentages, mean and standard deviation, t-test, One-way ANOVA and Scheffe`s post hoc statistical tools. Finding revealed that pupils have positive attitude towards Mathematics but negative attitude towards the classroom mathematics teachers with mean scores of 54.9 and 48.5%, respectively. Pre-test mean scores and standard deviation ( , ) of (TP), (PP), (PM) and (TPM) groups were (37.7%, 8.2), (47.4%, 8.8), (45.8%, 8.5), (40.1%, 8.7), respectively while the posttest mean scores and standard deviation ( , ) of (TP), (PP), (PM) and (TPM) groups were (41.1%, 8.9), (55.4%, 10.7), (54.6%, 10.4), (53.0%, 10.3), respectively. Also, there was significant difference in the performance of pupils of the four groups of the classroom interaction teachers-pupils, pupils-pupils, pupils-materials, teachers-pupils-materials groups with (F-cal>F-value; df = (3,196); p< 0.05) and as a result Scheffe`s post hoc analysis was performed with (TP) and (PP) groups having significant difference in their academic performance (Scheffe`s value>F-table value; df = (3,196); p< 0.05), meaning that (PP) group performed better than the (TP) group. Also, there was significant difference in the mean score of academic performance of the (TP) group and that of the (PM) group (Scheffe`s value>F-table value; df= (3,196); p< 0.05), meaning that (PM) group performed better than the (TP) group. Furthermore, there was significant difference in the mean score of academic performance of the (TP) group and that of the (TPM) group (Scheffe`s value>F-table value; df= (3,196); p< 0.05), meaning that (TPM) group performed better than the (TP) group. However, there is no significant difference in the mean score of academic performance of the (PP) group and that of the (PM) group (Scheffe`s value< F-table value; df = (3,196); p>0.05), meaning that (PP) group did not perform better than the (PM) group. Moreover, there was significant difference in the mean score of academic performance of the (PP) group and the (TPM) group (Scheffe`s value>F-table value; df= (3,196); p< 0.05), meaning that (TPM) group performed better than the (PP) group; but that there was no significant difference in the mean score of (PM) group and (TPM) group (Scheffe`s value< F-table value; df= (3,196); p>0.05), meaning that (PM) group did not perform better than the (TPM) group. Further implications of the findings were analyzed in the write-up.