Students’ level of motivation in Science in relation to intrinsic motivation, self-efficacy, self-determination, grade motivation, and career motivation when taught using concept mapping technique was investigated. A quasi-experimental research design was utilized involving two (2) sections. The first section was exposed to the concept mapping technique and the second was exposed to non-concept mapping technique. An adopted motivational survey questionnaire was used as research instrument. Findings of the study revealed that students’ motivation in Science as exposed to CMT and non-CMT indicated highly motivated towards Science in relation to the five domains. Furthermore, motivation level of CMT were found higher than those on non-CMT. The use of concept mapping may be applied in science classes in the secondary level to enhance students’ motivation.