The arena of science is evolving everyday with rapid, unstoppable pace that its presence can be seen in every aspect of our daily life. The main aim of science is not only to convey the scientific concepts, principles and facts but it should also lead to the development of scientific process skills and the scientific temper. Scientific temper ensures the smooth growth of science and its utilization in the developmental process. It also helps in carrying out good citizenship quality with the rational and logical outlook. This study examines the relationship between the scientific attitude, academic achievement, and educational outcomes among senior school students. We have used the convenient sampling method to pick 280 students graduating from grade IX to XI in different regions of India. 8-dimension scientific temper scale was designed, where the data were collected in a controlled environment for accuracy. The statistical analyses were done using mean, standard deviation, t-test, correlation, and Mann Whitney U test to test the differences between men and women, teaching methodologies, self-efficacy beliefs, socioeconomic background, and additional tutoring. The findings indicate that gender does not have a significant impact on scientific attitudes, meaning that male and female students have the same interest towards science. While personal tutoring often leads to better academic performance, both traditional and experiential teaching approaches can both support the same learning process. Students who have higher self-efficacy beliefs seem to obtain better results, further evidencing the significance of confidence in the process of education. Although socioeconomic status can be a very strong predictor of students' science achievement scores, this reveals the gap in educational opportunities among students.