This study assessed the level of integrated science performance of 200 Jamaican ninth-graders (100 boys, 100 girls), and determined if there were significant differences in their performance linked to their gender, attitudes to science, school location and student-type. A science achievement test and attitudes to science questionnaire were used for data collection. The subjects were selected from two rural and two urban schools in Jamaica. The results indicated that the students' level of science performance was barely "average"; there were significant differences in their science performance based on the four variables in favour of females, students with highly positive attitudes to science, urban students and students in the Reform of Secondary Education (ROSE) schools; while the relationship between their science performance and gender (r = 30, p less than 0.01) and school location (r = 0.13, p less than 0.05), was positive, statistically significant but weak respectively, the relationship between their performance and their attitudes to science (r = 0.70), and student-type (r = 0.64) was positive, statistically significant and "strong" (Miller, 1991). (Contains 2 tables.)