Abstract: The purpose of this study is to discuss some of the findings studied about the relationships of several environmental factors on several students’ science learning factors which produced certain cultural learning behaviors. This study focusses on the science students’ achievement of certain level of science-based technology skills which is influenced by the science learning in the classroom, lab learning process, parents and peer support and academic motivation. In addition, further analysis was done to see if residential location might influence the level of technology skills. A survey method was employed using a questionnaire to collect the data. The 449 high school students in the West Sumatera, Indonesia was randomly selected to administer the questionnaire. Both qualitative and quantitative data analysis were used. The results showed that there is a significant difference in terms of the level of science-based technology skills of the respondents based on their residential location. Students who came from the outside of the suburb scored the highest level of science-based technology skills, followed by those who live in the city and the suburban. The independent variables such as the science learning process in the classroom contributed 27.7%, science learning process in the lab contributed 20.4%, parents and peer support contributed 5.7% and finally the academic motivation contributed 1.6% on the level of technology skills. The qualitative findings explained how and why the students who lived outside of the suburb areas acquired the science-based technology skills in the agricultural activities. The findings suggested that emphasis should be given on the importance of science learning process in the classroom and science learning process in the lab on increasing the level of science-based technology skills of the students while academic motivation and parents and peers’ support should not be ignored.