A solid foundation in science is critical to students’ success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality science education is critical to prepare students for the challenges of the future. However, Emirati students have consistently performed poorly on international standardized science assessments, suggesting that the underlying factors contributing to this trend need to be understood. Therefore, the present study examined the relationship between motivational beliefs in science (i.e., science self-concept and intrinsic and instrumental motivation to learn science) and science achievement in Emirati early adolescents using a self-determination theory framework.