The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the conceptions of learning science and questionnaires on the approaches to learning science. The data showed that the conception of learning science as taking tests was negatively correlated with the systemizing but not correlated with the empathizing. However, the conception of learning science as increasing knowledge and understanding was more positively correlated with the empathizing. The deep motive and strategy were more positively related with the systemizing than the empathizing, while the latter was more negatively correlated with the surface strategy. Our study suggests that while students with high systemizing are more motivated to learn science the ability to empathize is also important for successful science study.