This thesis reports a study that employed self-report questionnaire and retrospect method to measure and correlate affective aspects of schooling with science attitude. Reportedly, the Inventory of Affective Aspects of Schooling and the Shrigley-Johnson Scale were administered to 32 male and 164 female in-service primary school teachers; self-efficacy, science learning confidence, and habits when watching television were found to exhibit strong correlation with science attitudes.