This research aims to examine the relationship between science motivation and social emotional learning. The relational analysis method was used in the research within the scope of quantitative research. The research scopes the relationship between high school students' science motivation and social emotional learning. According to the results, a positive relationship was found between the sub-dimensions of social emotional learning and science motivation. In addition, analysis was carried out to detect which factors of social emotional learning are the best predictors of science motivation. In other words, as the level of social emotional learning increases, the motivation levels of science increase. In this relationship, the 'task definition' sub-dimension of social emotional learning is the most powerful explanatory factor. It was concluded that social emotional learning as an independent variable explained science motivation more because of regression analysis. The positive relationship between science motivation and social-emotional learning; high school students' analysis of natural events, both social and emotional, is among the contributions of this research to the field.