This descriptive-correlational study aimed to determine the learning styles of Grade 9 students and its correlation to Science achievement and science process skills. The 231 stratified proportionate randomly sampled Grade 9 students in a public school were classified according to sex and across different high school curricula, namely: Science and Technology Engineering (STE), Regular Class (RC), Special Programs for the Arts (SPA), and Skilled Technical Vocational Education Program (STVEP). The research instruments used to gather data were Science Achievement Test (SAT), Learning Styles Preference Inventory (LSPI), and Science Process Skills Test (SPST). There were validated and pilot-tested with the respective reliability values, 0.848 (KR 20) for SAT, 0.72 (KR 20) for SPST, and 0.955 (Cronbach alpha) for LSPI. Mean and standard deviation (SD) were used for descriptive analyses, while t-test for independent samples, One Way Analyses of Variance (ANOVA), Scheffe' Test for multiple comparison, and Pearson's Product Moment Correlation coefficient were used for the inferential analyses. Findings revealed that the most dominant learning style of Grade 9 students in Science was visual global and was independent of sex. However, learning styles in Science across the high school curricula were diverse and dependent on the learners' specialization. As an entire group, the Grade 9 students had average Science achievement regardless of sex. Although all 4 groups of learners (across high school curricula) were average in Science achievement, there were significant differences in their mean scores, with STE students having the highest ( X = 40.54, SD = 5.81) and STVEP students, the lowest ( X = 26.78, SD = 6.35). SPA ( X = 31.00, SD = 8.07) and regular high school learners ( X = 30.11, SD = 6.10) comparably achieved well. The results further showed the Science process skills of the Grade 9 students were independent of their sex, but dependent on the high school curricula in which they were enrolled. Both male and female students shared similar well-mastered Science process skills among which were: predicting, experimenting, observing, measuring, and identifying variables. Both sexes also had common least-mastered science process skills, among which were: establishing relationships between variables, defining the problem, generalizing, classifying and controlling variables. When classified according to high school curricula, the Grade 9 students significantly differed in both well-mastered and least-mastered science process skills; this implies that the well-mastered science process skills of students in one curriculum were not exactly the same well-mastered science process skills in another. The same trend was observed for the least-mastered science process skills. Moreover, the results revealed a strong relationship between learning styles and Science achievement and between learning styles and Science process skills. Finally, they was a very strong significant relationship between Science achievement and Science process skills.