Students’ performance in school is a product of a variety of factors. This study identified the predictors of students’ achievement in Science. The descriptive-correlational design was used in the study. The respondents of this study were the 130 high school students chosen through a systematic sampling design. In this study, the Internal and External Factors Affecting Students’ Achievement in Science questionnaires were used. Documentary analysis was employed to gather data on students’ achievement being represented by Mean Percentage Scores (MPS) for one grading period. The study utilized the Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis as the statistical tools. Results revealed that students were competent, and the adequate provision of school facilities and learning resources was evident. Family support in terms of parental supervision and spiritual nurturing was very high. More than 80 percent of the students had higher ratings in Science. Student competence, parental supervision, spiritual nurturing, social and emotional well-being, and socio-economic status could influence the students’ achievement in Science. Factors like parental supervision, student competence, social and emotional well-being, and socio-economic status are strongly correlated with the student’s achievement in science.