Science achievements of individuals play a crucial role when students aim to pursue highly demanded occupations and advanced academic degrees. Enhancing science attainment is crucial in improving the effectiveness of science education. This study investigates the impact of home educational resources, students' attitudes toward learning, instructional practices and strategies, and school factors on science achievement. This investigation utilizes Trends in International Mathematics and Science Study 2019 eighth-grade science data from the United States. The technique of hierarchal linear models is employed to find the effects of the multilevel factors on science achievements. Results of fixed effects show that science achievement is primarily affected by home educational resources, attitude toward learning, and school composition by student background. Of the four attitudinal predictors, students' confidence in science is most correlated to their achievements. Home educational resources, students like learning science, and self-efficacy for computer use predictors, have significant random effects on science achievement. This study finds that ensuring adequate resources and employing appropriate instructional methodologies to reinforce students' motivation in learning are two major priorities in improving science achievement. The limitations of this research and suggestions for future work are also discussed.