The study investigates the effects of Learning-By-Doing Instructional Strategy (LBDIS) and parents' education in determining secondary school students' attitude towards agricultural science. The research design adopted was a pre-test, post-test, non-randomized control group quasi-experimental design involving 2×2 factorial matrix. The sample comprised fifty-three students from two schools (intact classes) with twenty-three and thirty in experimental and control groups, respectively. The Agricultural Science Attitude Scale (ASAS) and Skills Performance Rating Scale were the instruments developed by the researchers. ASAS was administered as pre and post-tests but SPRS was used after each lesson. Three hypotheses were formulated and tested, and then the data collected were analyzed with the use of frequency counts, percentages, means, standard deviation, ANCOVA, F-ratio and Multiple Classification Analysis (MCA). Results reveal that there is a significant difference between experimental and control group students' post-test mean scores of attitude towards learning agricultural science. Additionally, no significant main effect of parents' education level on the students' attitude learning in agricultural science is found. As part of the recommendations, the provision of instructional strategies like LBDIS that can assist to build and boost learners' attitude towards the learning of agricultural science should be emphasized and put in use in classroom practices.