This study aims to determine the significant relationship of Science Process Skills to Learners’ Metacognition and Performance in Science 10 students of Doña Pilar M. Alberto Integrated High School. It aimed to answer the questions such as the status of utilizing learner’s science process skills, the level of the metacognition, the level of learner’s performance, the significant relationship between science process skills to learner’s metacognitions, and the significant effect of science process skills to the learner’s performance in written and practical test. Throughout the study, the researcher employed purposive sampling involving eighty (80) student respondents from three sections in Grade 10 of Doña Pilar M. Alberto Integrated High School with survey-questionnaire, written test and practical test as research instruments. Furthermore, the Mean and Standard Deviation were identified to analyze the gathered data while Pearson r correlation and multiple regression analysis were treated for their significant relationships. From the study’s data analysis, these findings were derived. It was found that the learners over all status of utilizing science process skills obtain very great extent. Data also showed learners’ level of learner’s metacognition obtain very great extent. Also, the research data showed that the level of learner’s performance in terms of written test and practical test obtain very satisfactory. Moreover, the data showed science process skills were observed to have a significant relationship to the learner’s metacognition. The result data also showed that science process skills have no significant effect on the learner’s performance. The following conclusion were drawn from the results of the study. Utilizing science process skills was observed to have a significant relationship to the learner’s metacognition. Thus, signifies the rejection of null hypothesis as science process skills include intellectual skills, associated psychomotor and affective skills that are concerned with the learning of science in all its aspects. Meanwhile, the effect of utilizing science process skills on the learner’s performance have no significant effect to the learner’s performance. Thus, signifies the acceptance of null hypothesis. It is recommended that the teachers can create educational opportunities that encourage inquiry-based learning, allowing students to participate actively in the scientific method. Motivate students to do experiments, gather information, evaluate it, and make decisions. Finally, Motivating the students to check their own learning with self-assessment exercises. Give students specific standards for achievement and give them guidance when assessing their own work in relation to these standards.