Examined the influence of parental and school factors on the science attitudes of 1,923 eighth graders from Cyprus using data from the Third International Mathematics and Science Study (TIMSS). Results suggest that the strongest direct influence on attitudes toward science is teaching, but exogenous factors (educational background of the family, student reinforcement, and school climate) define a second-order factor structure that includes endogenous predictors, teaching, and student attitudes toward science. (SLD)