1999 marks an important milestone when the Malaysian Ministry of Education launched its 3-year pilot Smart Schools Initiative in 87 schools across the country. This study aims to compare the differential perceptions on science learning experience between a group of 383 Form 3 (Year 9 equivalent in the UK) students in two Smart schools and a group of 381 Form 3 students in two Mainstream schools. The perceptions were gauged and compared using the authors-developed Smart Science Learning Experience Inventory or SSLEI (Ong & Ruthven, 2003). SSLEI has two versions: original full-scale SSLEI which measures the overall perceptions of smart science learning experience, and psychometrically revised SSLEI that comprises eight subscales, namely (1) Information and Communication Technology, (2) Supported Learning, (3) Science Process Skills, (4) Constructivist Practice, (5) Self-Determined Learning, (6) Learning Preference, (7) Active Thinking, and (8) Values Inculcation. This article reports the findings of three-way 2 x 2 x 3 (group x gender x class level) multivariate analysis of variance performed on the data from students' self-reports as measured in the revised SSLEI. (Contains 4 figures and 5 tables.)