The research studied the effect of teachers' attitudes and attitudes toward scientific education on the academic success of secondary school studentss in the sciences. The research employed a survey research design. The purpose of this study was to examine the influence of the independent variable (Teachers Attitude) on the dependent variables (students' achievement) as they currently exist. The study's population consisted of all students and Basic Science teachers in the (UBE) section of public secondary schools in Rivers State. The study sample comprised of two hundred (200) Science students and one hundred (100)  science teachers from the junior secondary sector, i.e., the (UBE) classes chosen using a stratified random selection approach. The Science Teachers Attitude Scale (STAS) was created to measure teachers' attitudes toward scientific and science education. The response options on the modified Likert scale range from strongly agree to strongly disagree. The instrument was adapted from Joseph (2019), and the gathered data were examined and presented using descriptive statistics. The mean and standard deviation were utilised to answer the study questions, whilst the t-test was utilised to test hypotheses. The findings indicated that teachers' attitudes toward science influenced students' academic achievement in the sciences. Some recommendations were made based on the findings.