In this study it is investigated that how much recommended method of science teaching are being used for science teaching and what is their impact along with other learning related factors on students learning in both English and Urdu medium classes at grade VIII level in public schools of the Punjab.The sample of students was selected from districts of three regions of Punjab province using multi-stage cluster random sampling techniques.Keeping in mind gender and locality considerations a sample of 1800 students (900 male and 900 female), 72 subject teachers and 36 head teachers were selected from sample selected school.Three instruments developed were i) checklist for head teachers ii) rating scale for teachers and iii) rating scale for students.These instruments were administered to collect data and the response rate of students, teachers and head teachers remained 88%, 94% and 92% respectively.The collected data was analyzed by using both descriptive as well as inferential statistical techniques. It was found that i) overall science achievement of Urdu medium classes’ students was significantly higher than English medium classes’ students ii) most frequently used teaching method in both English and Urdu medium classes is lecture method iii) teachers’ background variables significantly affect students’ science achievement iv) school environment has positive impact on students’ achievement v) English language problems faced by students significantly affect students’ science scores in both English medium and Urdu medium classes.To improve students’ science learning it is recommended that i) first language (Urdu) may be preferred as medium of instruction in public schools at elementary level ii) teachers may be trained in using effective teaching techniques in each subject area iii) factors affecting students’ learning with reference of teachers’ background and school environment.