Abstract: The study aimed at investigating the effect of generative teaching strategy in academic achievement and retention in science for the eighth grade male students at Al-Mazar southern district schools. The study sample consisted of (62) students divided into (30) students for the experimental group who learned through generative learning methodology and (32) students for the control group who learned through traditional method. The study used Quasi - experimental approach and a guide was prepared for both the student and the teacher regarding how to use generative learning strategy as well as an achievement test in the unit consisting of (20) multiple choice items whose validity and reliability were verified. The study concluded that: there were statistically significant differences among post- achievement scale in science in favor of the experimental group. The effect size was (68%). it was also concluded that there were statistically significant differences among the averages of both groups scales regarding achievement test and retention in favor of the experimental group. The effect size was (70%). In the light of this study results, the generative learning strategy for teaching science was suggested.