A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to, learning science would find it hard to learn science effectively with the right attitudes. This study investigated if instruction through the use of the socio-cultural mode has any significant effect on a student's attitude towards the learning of science. The sample consisted of 600 senior secondary year one (grade 10) students from 15 selected secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test were used to measure the change in attitude and achievement of subjects in a pre-/posttest situation after 6 weeks of treatment. Evidence was found to support the hypothesis that science instruction which deliberately encompasses the discussion of socio-cultural views about science concepts engenders positive attitudes towards the study of science. The findings also indicate that a harmonious coexistence could be generated for both the anthropomorphic and mechanistic views in such a way as to promote positive attitudes towards the study of science in traditional cultures. Lists 27 references. (Author/YP)