The attitudes and self-beliefs revealed in science education can affect students' achievements. Several studies have found that students' self-beliefs are significantly associated with achievement outcomes. The purpose of this study was to investigate the relationship between their attitudes and self-beliefs and science achievements based on TIMSS 1999 results concerning Cyprus. Links between evidence of students' achievements and their relation on positive attitudes and self-beliefs towards science education have been investigated. A number of parameters concerning the effects of attitudes and self-beliefs in relation with their achievement were identified from the study. Several specific self-beliefs were examined and variance estimation statistical techniques were employed. The analysis of the results was based on Varimax factor analysis and stepwise multiple regression analysis. The results of this study indicate that several specific self-beliefs and attitudes were associated with higher levels of science achievement of the Cypriot students in this sample. In addition, these findings provide a number of directions for further research.