The objective of this study was to improve students' attitudes toward science using instructional congruence. The study was conducted in Malaysia, in three low-performing secondary schools in the state of Penang. Data collected with an Attitudes in Science instrument were analysed using Rasch modeling. Qualitative data based on the reflections of teachers and students were also collected, since they provide valuable insight of the impact of instructional congruence on student learning. The results show that instructional congruence in science education promotes positive students' attitudes toward science, especially in the constructs of the practical work of science, science outside of school, future participation in science, and a combined interest in science. The results suggest that more effort should be made to integrate science learning in school with science-related experiences outside of school. Additionally, science teachers should concentrate more on making students feel more confident about their abilities in science. (Contains 2 tables and 4 figures.)