This study aimed to determine the effect of using discovery teaching on the academic achievement and science process skills among ninth- Grade of the General Education. The sample consisted of (77) female students from Al-Dhahirah South, (38) students from them were experimental group, which were taught by discovery teaching, while (39) students were control group taught by conventional method. To answer the study question, an achievement test was constructed, which consisted of (25) items and a science processes scale was developed, which consisted of (20) items. The validity of both tests were conducted through a panel of judges. Reliability for internal consistency of them were calculated using Cronbach- Alpha) and it was (0.79), (0.76) respectively. The results revealed that: . - No statistically significant differences between two groups neither in the achievement nor in science process skills. - There were statistically significant differences between two groups on application level of the achievement and on formulating hypotheses of science process skills in favor of the experimental group. - There were development statistically significant differences between pre- scale of experimental group and post- scale of them, for inferring and formulating hypotheses of science processes. According to the previous results, some recommendations have been offered such as, improve science curriculum to focus on science processes and consider the decrease of the subject quantity. It also recommended to compare between discovery teaching and other new learning methods and to do similar study that can be stratification for long time, to a bigger sample, different studying subjects and different variables test.