This study aimed to illustrate a narrative inquiry of the science process skills in the students' non-school activities. The features of the non-school activities that serve as source of science process skills, knowledge and opportunity to biology learners were the contexts of this study. The research design included narratives/interviews, field/classroom observations, students' autobiographies, photographs, as well as the data from written documents. Five absentee students were purposively selected from one of the secondary public schools in the Fifth District of Iloilo. The findings revealed that students learn science process skills in non-school activities, namely: observing, classifying, measuring, inferring , predicting, using numbers, using time/space relationships, and controlling variables. The science process skills which were reflected in both school and non-school activities were observing, classifying, inferring, predicting, using numbers, using time/space relationship and controlling variables, and the skills that are not shared in school and non-school activities were measuring, communicating, defining operationally and interpreting data. It could be concluded that absentee students also learn science process skills as they engage in non-school activities. Their hands-on experiences on activities are of great deal in providing meaningful learning experiences in their social life; that the involvement of teachers and parents in student activities may foster frequent and positive communications about the student attendance; and the school and community as school contexts influence better learning of students as they walk through life. The qualitative study of student participants' non-school activities had unfolded as a viable approach for bridging the gap between school and community.