Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to examine relationships between engagement in science lessons and science test scores for eighth-grade students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this study. Students who showed high levels of science achievement reported that their teacher was easy to understand and that they understood the teacher's expectations. Conversely, students who frequently thought about things not related to the science lesson tended to earn lower achievement test scores. These findings demonstrate that student engagement in science lessons was significantly related to science achievement test scores.