This descriptive-correlational study aimed to determine the level of S & t achievement among the fourth year high school students in the Division of Antique. It further aimed to ascertain how the students' achievement in the S & T was influenced by such factors as the S & T teachers' performance, and status of instructional materials; and how teacher performance was influenced by teacher-related variables like educational qualification, length of science teaching experience, and adequacy of in-service training attended. The subjects of this study were the 550 high school seniors of 11 randomly selected schools in the Division of Antique, their S & T teachers, and their respective school administrations. The data gathering instruments utilized were the Teachers' Appraisal Form, the Instructional Materials Survey Form and the S & T Achievement Test. Means and standard deviations were the statistical tools employed for the descriptive data. The One-way Analysis of Variance, t-test, Pearson Product Moment Correlation and Stepwise Multiple Regression were used to analyze the inferential data. Significance level for all inferential tests was set at .05 alpha. To process all numerical data, the SPSS/PC computer software was utilized.The findings showed that the students had a generally low S & T achievement; the instructional materials were fair, very inadequate and seldom used; the projected materials and hardware were very poor. The S & T teachers were perceived to have a very satisfactory general performance and in the areas of instruction and classroom management. The teachers with longer experience had significantly better instructional performance than those with shorter experience. The students under the teacher with very satisfactory performance had significantly high achievement than those teachers with excellent performance. The students in school with very poor instructional materials had significantly lower achievement than those in schools with fair and poor instructional materials. The S & T teachers' evaluation performance was negatively and significantly correlated with students achievement; and the adequacy of printed and improvised instructional materials and the extent of use of printed materials were positively and significantly correlated with students' achievement.