This study was accomplished to find the factors affecting science learning of elementary and middle school students. Four elementary students and six middle school students were thoroughly interviewed three times. The results were as follows. First, science learning of both genders was mostly affected by their parents. Parents\' interest and support for their learning strongly affected their science achievement. Second, the impact of teachers and friends was negligible, proving the current status of school science education. Third, whereas male students with high self-confidence in science learning tended to underestimate females\' scientific ability, female students with high self-confidence in science learning tended to overestimate females\' scientific ability. Also, students with less self-confidence in science learning tended to be more generous in evaluating other genders\' scientific ability. Fourth, whereas elementary students did not tend to identify gender differences in scientific ability, middle school students did. This study reveals that the starting point for gender equity in science learning is parents\' belief and attitude.