In 1983/84, the International Association for the Evaluation of Educational Achievement (IEA) conducted their second international science study to investigate two factors related to student achievement in science: (1) the relationship between students' reported perceptions of the science learning environment and their science achievement; and (2) the effect of various science learning environment scales on gender and socioeconomic differences in science achievement. Participants included 10-year-old, 14-year-old (focus in this report), and grade 12 students from 12 of the 24 countries/educational systems in the original study. Although the countries appeared incomparable in terms of their educational systems, results revealed that one commonality that exists between all countries examined is an increased practical work component in science lessons associated with improved science achievement by students. Furthermore, the variability found in science achievement outcomes from school to school supports the assertion that the student's learning environment has an effect on achievement outcomes. The test instrument for 14-year-old students is appended. (ZWH)