This study aimed at investigating the effects of KWL strategy in fourth grade students’ achievement in science and their attitudes towards using it. It compares the results of different ways of teaching science topics, and students’ attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 62 students, divided into two groups: one an experimental group (n = 31) and the other a control group (n = 31). An achievement test and questionnaire were designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental groups’ and attitudes, were also more positive towards the using of KWL strategy. The study recommends further research into using the KWL strategy in primary stage education.