This study investigated the influence of students' belief in traditional African cosmology, beliefs, and superstitions on observation skills. Data was collected from 319 science students with a mean age of 16.9 years from one Nigerian University. Instruments used were the Traditional Cosmology Test and the Test of Observational Skills. The results showed that students with a high level of belief in African traditional cosmology made significantly fewer correct observations in comparison with those with a low level of belief. There is a strong possibility that traditional cosmology could have been a major variable in creating this performance difference in observation. Some implications for curriculum development and inquiry-based science program are discussed. (YP)