Learning science is crucial for the transformation of the country as a developed nation. It must engage students in activities that require higher-order thinking skills. The present study attempts to find out whether Students differing with respect to achievement differ in their science processes. Sample consisted of 209 students of class VIII studying in Prayagraj. ‘Test of Science Processes’ constructed by the researcher and ‘Science Achievement Test’ constructed by Kalplata Pandey were used to collect the data. One way analysis of variance was used for the analysis of data. It was found that students with high or above average achievement in science have better science processes than those having average or below average achievement in science; students

differing with respect to achievement in science do not differ on ability to exclude variables, draw inferences, and design experiments; students having high or above average achievement in science have better ability to interpret data than those having below average achievement in science; high achieving students exhibit greater ability to identify supporting data than other students.