This study investigated the effect of classroom environment and motivation improvement strategies on students’ learning outcomes in Integrated Science among Junior Secondary School students. The study adopted a quasi-experimental design using a non-equivalent groups pre-test post-test approach, with two intact classes randomly assigned as experimental and control groups. A total of 60 students participated in the study, 30 in each group. The experimental group was exposed to an intervention consisting of classroom environment modifications such as collaborative seating, science visual aids, and organized learning corners combined with motivation-enhancing strategies, including goal-setting, feedback, and group rewards, over a period of four weeks. The control group received normal classroom instruction without any modifications. Data were collected using a researcher-developed Integrated Science Achievement Test (ISAT) and a Student Motivation Questionnaire (SMQ), both administered as pre-tests and post-tests. Data analysis involved descriptive statistics (mean, standard deviation) to determine pre- and post-test performance, paired-samples t-tests to examine within-group changes, and independent-samples t-tests to assess differences in gain scores between experimental and control groups. Correlation analysis was conducted to explore the relationship between changes in motivation and learning outcomes. The findings revealed that students in the experimental group demonstrated significant improvement in Integrated Science scores from pre-test to post-test compared with the control group. Additionally, motivation levels in the experimental group increased significantly, and a positive relationship was observed between increased motivation and learning gains. These results suggest that deliberate modifications to classroom environment, coupled with motivation-enhancing strategies, can significantly improve students’ learning outcomes in Integrated Science. The study re