This study assessed whether students' social networking usage and motivation significantly predict their engagement in learning science. A descriptive-correlational research design was utilized, involving 339 respondents from three selected public high schools in the Tagum City Division, chosen through stratified random sampling. The study gathered data using three adapted questionnaires: the Social Networking Usage Questionnaire, the Science Motivation Questionnaire II (SMQ-II), and the Science Engagement Scale. Statistical analyses included mean, standard deviation, Pearson’s r, and multiple regression. The findings indicated that the respondents’ social networking usage is often manifested; students’ motivation is highly manifested; and students’ engagement in learning science is observed most of the time. Moreover, the findings indicate both social networking usage and student motivation have significantly correlated and predicted students’ engagement in learning science. The study recommends that teachers utilize social networking and motivation to enhance student engagement. Finally, this study could provide valuable insights to students, parents, teachers, school administrators, DepEd officials, and researchers by gaining insight into the factors influencing students’ engagement in learning science.