This study sought to explore the relationship between scientific attitude and scientific literacy among secondary and higher-secondary students. Specifically, it aims to examine how scientific literacy impacts students’ attitudes and how scientific attitude influences their literacy levels. Understanding this interdependence is crucial for enhancing educational strategies that promote success in science education.  The study used a correlation survey technique. A random sample of 450 secondary and higher secondary students from grades 9th to 12th of Udupi district in Karnataka was selected. Data was gathered using the Test of Scientific Literacy Skills (TSLS) and the Scientific Attitude Test (SAS). All data were analysed using descriptive and inferential statistics, including Pearson correlation and regression analysis to assess the strength of the relationship between variables as well as predictive abilities. There was a significant strong positive relationship between scientific attitude and scientific literacy, r[450 – 2] =.700, p< .001, with each significantly predicting the other. These results indicate that an increase in literacy of science is strongly associated with a more positive attitude toward this field. On the other hand, improvements in science literacy enhance an optimal attitude toward the field. The bidirectional influence indicates that enhancing either construct can create a reinforcing cycle, improving overall student engagement and success in science education. Furthermore, the results highlight the crucial role of nurturing both the cognitive and attitudinal dimensions of science learning, pointing to the need for integrated approaches in science education.