The present study examines the status of science education in government and private secondary schools of Kamrup Metropolitan District, with particular focus on laboratory facilities, availability of teaching aids, teacher qualifications, teaching methods, and student interest in science. Data were collected from 10 government and 10 private schools to compare their facilities and practices through an interview schedule. The findings reveal that although both types of schools possess science laboratories, private schools are comparatively better equipped and maintain a higher quality of resources. Similarly, private schools have a greater number of trained teachers and employ more activity-based and project-oriented teaching methods, which enhance students’ interest in science. In contrast, government schools face challenges such as a lack of student motivation, limited parental support, inadequate laboratory facilities, and insufficient funding. Despite these challenges, most government school teachers have participated in professional training programs organised by the government. The study emphasises the importance of enhancing infrastructure, providing regular teacher training, and implementing effective learning strategies to enhance science education. It further emphasises the importance of promoting equity in science learning opportunities between government and private schools.