The primary purpose of the current study is to identify the differences between Indonesian and Korean high school students with regard to science learning orientations based on the inter-correlation between conceptions of, approach to and self-efficacy in learning science. A total of 1241 Indonesian and Korean high school students (609 Indonesian and 632 Korean) participated in this study. There were three translated research instruments used in the study, namely; the conceptions of learning science (COLS), the approach to learning science (ALS) and the science self-efficacy, which were all used to identify students' learning orientations in both countries. A Rasch model analysis was performed to seek validation of the instruments, and to obtain students' scores in the interval data form. The Pearson correlation test and a multi-group structural equation modeling were run to respond to the primary purpose of the current study. Based on the results, the current study generated an acceptable model of inter-correlation between COLS, ALS and science self-efficacy. Further analysis using a multi-group analysis generated an acceptable model indicated. The model was significantly different, as mediated by country and notated significant differences in the several identified paths. Cultural impacts on the learning orientations are discussed in order to understand the differences noted in this case.