This study was designed to ascertain if (a) the level of biology performance of the selected 393 Jamaican 11th-graders (188 boys, 205 girls)--who constituted the main study's sample--was satisfactory or not; (b) there were statistically significant differences in their performance linked to their gender, attitudes towards biology, learning styles, school-type, school location, and socioeconomic background (SEB); and (c) there were significant relationships among the six independent variables and their performance on the test. Data were collected with three instruments. The participating students were selected from 15 rural and urban high schools. The results indicated that their biology mean score (21.61 or 45.02%) was unsatisfactory because it was below the conventional 50% pass mark of their schools; there were statistically significant differences in their biology performance based on their attitudes to biology, learning styles, school-type, school location, and SEB in favour of students (a) with highly positive attitudes to biology, (b) with convergent learning style, (c) in mixed schools, (d) in urban schools, and (e) from a high SEB respectively; there were positive, statistically significant but weak relationships among their biology performance and their attitudes to biology, SEB, learning styles, school-type and school location. (Contains 4 tables.)