At the secondary school level, the development of a scientific attitude to life, an interest in science and skills for problem solving are all considered as vital outcomes of science education. This critical assessment of the literature focuses on the interconnected concepts of scientific attitude, science interest and problem-solving skills among secondary school learners, drawing on national and international research findings over the last 20 years. The review is centred on the main theoretical viewpoints, empirical investigations and instructional methodologies that have influenced the development of these notions in traditional educational contexts. It also analyses the impact of cognitive, affective and contextual factors such as curriculum design, teaching approaches, socio-economic background, gender and school context on students’ attitude toward science and their problem-solving skills. The review also examined the role of inquiry-based education, STEM programs, and experiential learning in fostering higher-order thinking and scientific attitude. It reveals the shortcomings of the research especially when contrasted with integrated studies that show a complete link between the three variables. The results demonstrate to the need of a holistic approach to scientific education that cultivates both academic success and critical thinking, curiosity and habits of lifetime learning. This assessment calls for future research and pedagogical initiatives for the comprehensive development of secondary students as scientifically literate persons.