This study investigated the relationship between teachers teaching experience, attitude, classroom interaction pattern and student’s academic achievement of science students in public secondary secondary school in Ebonyi State. This research adopted the expost facto research design. The population for this study consisted of teachers teaching science in senior secondary classes. A sample of 100 sechools were chosen for the study using stratified random sampling technique, the basis of stratification being the 3 senatorial zones of the state. 33 public schools were selected from Ebonyi south and Ebonyi north and 34 from Ebonyi central. Three instruments were used to collect data, The FIAC, the science teachers variable questionnaire (STVQ) and science subject achievement test (SSAT). The hypothesis was posited for the study and was analyzed using 0.05 alpha level of significant. Hypothesis one was tested using one way analysis of variance and Pearson product moment correlation was used to test hypothesis two and three respectively. The result of hypothesis one show a significant f-ratio for 1/D (F = 4.556 p < 0.05) and insignificant f-ratio of 1.529 D/st ratio. Given the sig fration of 1/D ratio, the result of LCD that teachers with 6 – 10 yrs has high. 1/D ratio than all other teachers while those with 21 yrs of experience was insignificant. The result of hypothesis two shows that 0.00 r value for 1/D ratio and r = 0.18 D/st ratio. This indicates no significant relation between teachers attitude and their classroom interaction pattern. On hypothesis three the result indicates positive relationship between achievement in science and classroom interaction with 1/D (r = 0.19) and D/st ratio (r = 0.39) the critical value rc = 0.19. Findings revealed that teaching experience has a lot to do with classroom interaction pattern which is positively related to students academic achievement and not science teachers attitude has no relationship with their classroom interaction pattern. This paper concluded that most teachers use direct teaching method whereas some science subjects curriculum content requires both direct and indirect teaching method. Nevertheless, science teachers should use more of indirect teaching methods because science is an activity based subject.