This quantitative study investigates the mediating effect of peer pressure on the relationship between attitudes toward science and basic science process skills among Grade 9 students in Tagum City, Davao del Norte. It examines attitudes in terms of enjoyment, confidence, usefulness, and interest; peer pressure regarding yielding, resistance, and encouragement; and basic science process skills such as observing, classifying, inferring, measuring, and predicting. This study is anchored in Bandura’s Social Cognitive Theory (1986), which suggests that positive attitudes toward science influence students’ science process skills. Questionnaires adapted from Palani and Mani (2016), Ozcan and Koca (2020), and Maranan (2017) were used to gather data, which were analyzed using Mean, Pearson r Correlation, and Sobel z Test. The results showed high levels of attitudes toward science, peer pressure, and science process skills, with significant relationships observed between attitudes and peer pressure. However, peer pressure did not mediate the relationship between attitudes toward science and basic science process skills. Based on the findings, the study recommends promoting positive peer support systems, such as group projects and peer-led study sessions, to enhance science learning and development