Hong Kong students outperform their counterparts in most other countries in mathematics in the Third International Mathematics and Science Study Repeat (TIMSS-R) project, while their science performance is marginally above the international average. In order to probe below the surface of these achievement results, secondary analysis of the TIMSS-R Hong Kong data was performed to identify factors that affect student achievement. Results of the secondary analysis relating to curriculum provision, teacher characteristics, and classroom conditions and climate are reported in this paper. Based on the results, some recommendations are proposed to meet the need for quality education in the new era. [Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02783190009554009 ]
