The study examined the effects of gender, socio-economic status and school location, on Nigerian students performance in Integrated Science. The method used for the study was a three variable analysis of variance experimental design consisting of three independent variables at two levels each and one dependent variable. Six hundred junior secondary school three (J.S.S III) students randomly selected from eight secondary schools in Okpe, Warri South and Uvwie Local Government Areas of Delta State. Nigeria, were used as subjects for the study. These students were randomly assigned to eight groups of seventy-five students per group. The results of the study show that there is a significant interaction between gender and school locations on performance in Integrated Science. The study also revealed a significant interaction between school location and socio-economic status but the combined effect of gender and socio-economic status did not produce any significant effect on students performance in Integrated Science. The interaction of gender, school location and socio-economic status was found to be significant. Hence, science educators are hereby enjoined to note the effects of these variables in science education so as to guide their teaching and students learning of science in secondary schools. (Contains 1 table.)