The focus of this research was to determine which among students’ teaching preparedness, ICT integration readiness, and motivation most significantly predicts student teaching performance in science. A descriptive and predictive correlational research design was used in the study to determine the association between teaching preparedness, ICT integration readiness, motivation, and teaching performance of students in science. Only teaching preparedness has a significant relationship on student teaching performance in Science while the ICT integration readiness and motivation were both insignificant. Using Pearson’s Product-Moment Correlation and linear regression analysis, the study found out that pre-service teachers’ teaching preparedness and motivation to learn the subject is low, whereas their readiness to ICT integration was high. However, when considered as a whole, teaching preparedness, ICT integration readiness and motivation predict pre-service teachers’ performance in teaching science courses.