This study investigated the motivational strategies employed by Grade 7 Science teachers and their influence on student participation in selected public junior high schools in Eastern Samar, with Can-avid National High School as the primary research locale. Guided by a descriptive-correlational research design, the study involved selected Science teachers and Grade 7 students as respondents. Data were gathered through validated survey questionnaires and were statistically analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that teachers frequently utilized motivational strategies such as verbal encouragement, real-life application of concepts, interactive group activities, and reward systems to enhance classroom engagement. Students exhibited a high level of participation as reflected in their active involvement during discussions, completion of classwork, and collaboration with peers. A significant positive relationship was found between the motivational strategies used by teachers and the level of student participation in Science classes. These results affirm the critical role of teacher-driven motivational practices in enhancing learner engagement. The study recommends strengthening professional development initiatives for Science teachers focusing on effective motivational approaches and incorporating learner-centered practices to sustain high participation levels. This research contributes to the broader understanding of motivation-based interventions in improving Science education in rural public schools.