The purpose of this research is to investigate secondary science teachers’ motivational strategies and their valuing of science. Survey responses of secondary science teachers, math teachers, and elementary teachers were analyzed and compared. The results show that science teachers use less motivational strategies than elementary teachers. The less used strategies are those for a) creating a class atmosphere focusing on learning rather than examinations, b) supporting students’ confidence as learners, c) delivering praise and rewards in ways that encourage students to appreciate their learning, and d) connecting with students’ intrinsic motivation. Science teachers regard science important, useful, and interesting as other teachers do. Among science teachers, teachers who has more teaching experiences expressed that they used more motivational strategies. High school science teachers regarded that they used more motivational strategies than middle school science teachers did. In addition, high school science teachers more valued science than middle school teachers. This research suggests that science teachers need to participate in teacher development programs about motivational strategies.