The purpose of this study was to investigate the differences of students’ perceptions of their science learning environments, motivation toward science learning, attitudes toward science, also to examine the path coefficients of aforementioned variables among primary, junior-high and senior-high school students. A stratified random sampling method, cluster-sampling unit, was adopted to select the required student samples which included 421 students from 14 primary schools, 462 students from 15 junior-high schools, and 623 students from 16 high schools in Kaohsiung, Taiwan. The structural equation modeling was applied to estimate path coefficients of latent variables. The results of this study showed that the primary school students exhibited more positive attitudes toward science learning than senior-high school students. Among primary, junior-high and senior-high schools, the total effects of learning environment on achievement were .34, .35 and .40 which included direct effects and indirect effects. The total effects of motivation on achievement were .42, .49 and .34. Primary and junior-high school students’ attitudes toward science on achievement had direct impact whose path coefficients were .22 and .35. Derived from the results, suggestions for science teachers were discussed.