This study aimed to determine the factors that enhance the learning ability in Science of Grade V pupils in Quezon District, Division of Nueva Vizcaya during the School Year 2025–2026. The research focused on identifying the influence of teachers’ competency, learners’ materials, evaluative tools, instructional supervision, physical facilities, as well as parent, pupil, and community factors on pupils’ learning ability in Science. A descriptive-normative survey method was utilized, involving twenty (20) Grade V teachers selected through random sampling from different public elementary schools in the district. Data were gathered using a structured questionnaire and supported by unstructured interviews. Statistical tools such as frequency count, percentage, and weighted mean were used to analyze the data. Findings revealed that teachers’ competency, particularly the ability to present clear and accurate lessons and develop appropriate teaching strategies, greatly contributed to improved learning. Learners’ materials such as localized resources and modern gadgets were found to be highly effective in facilitating understanding. Performance tasks emerged as the most frequently used and effective evaluative tool. Instructional supervision and physical facilities were generally adequate, though the absence of laboratory rooms was identified as a notable challenge. Among the hindrances, pupil-related factors such as lack of self-confidence and interest moderately affected learning, while most other challenges were perceived as less serious. Teachers addressed these issues through consistent interventions, including remedial teaching, motivation strategies, and maintaining open communication with pupils. The study concludes that effective teaching practices, adequate resources, and strong support systems from parents and the community play a vital role in enhancing pupils’ learning ability in Science. It is recommended that continuous teacher training, improved facilities, and strengthened collaboration among stakeholders be prioritized to further improve science education outcomes.