This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the concepts related to atomic theory. The sample constituted 416 seventh grade elementary students. A Science Achievement Test (specifically designed for atomic theory), A Learning Approach Questionnaire, and An Achievement Motivation Questionnaire were administered to the students. Results of the correlation analyses revealed positive relationships among meaningful learning, performance orientation, and self efficacy. Students' previous science grades were positively correlated with achievement, meaningful learning, and self-efficacy and negatively correlated with rote learning and performance orientations. ANOVA results revealed that participants' parents' education level had significant effect on their achievement and meaningful learning, rote learning, and approach performance orientations. (Contains 1 figure and 4 tables.)