Abstract: The current research aimed at investigating the effect of utilizing (Predict- Organize- Search- Summarize- Evaluate) strategy and its stages (Introduction to Strategy - Targeted Training - Independent Training) in teaching science to develop study habits and enhance the level of academic achievement among Primary Stage Pupils (sixth grade).The research adopted the descriptive design to survey the related literature, and the quasi-experimental design in teaching the two units (forces and movement- and thermal energy) to the experimental group using the teacher guide prepared according to the POSSE strategy. To collect data, two instruments were used: a study habits scale and an academic achievement test. The participants were (74) primary stage pupils. They were divided into two groups: experimental group (37) and control group (37). The results of the research revealed that: (1) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the study habits scale as a whole and in its sub-dimensions favoring the post-administration. (2) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control one in the post administration of the study habits scale as a whole and in its sub-dimensions favoring the post-administration. (3) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the academic achievement test as a whole and in its sub-components favoring the post-administration. (4) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control on in the post administration of the academic achievement test as a whole and in its sub-components favoring the post-administration. (5) there was a strong positive relationship between the mean scores of the experimental group in the post administrations of the study habits scale and the academic achievement test.