Abstract: Six Thinking Hats is a learning strategy that is used to look at decisions from different points of view associated with 6 metaphorical hats. This helps student’s move away from habitual thinking styles and towards a more rounded view of a situation. This study sought to find out the effectiveness of Six Thinking Hats as a learning strategy on the performance in Integrated Science of grade 7 Students. Specifically, it aimed to find out the significant difference on the pretest scores in Integrated Science of the students when grouped to Six Thinking Hats as a learning strategy and lecture method, find out the significant difference on the posttest scores in Integrated Science of the students when grouped le Six Thinking Hats as a learning strategy and lecture method and find out the significant difference on the pretest and posttest scores in Integrated Science of the students when exposed to Six Thinking Hats as a learning strategy and lecture method. There were sixty (60) grade 7 students of Initao National Comprehensive High school for the SY 2016-2017 involved in the study. The study used the true experimental design, the randomized pretest-posttest control group design. The study utilized percentage, independent t-test and Paired t-test to analyze the result. There was no significant difference on the students' pretest scores in Integrated Science when grouped using six thinking hats as a learning strategy and lecture method. There was a significant difference on the students' posttest scores when exposed using Six Thinking Hats as a learning strategy and lecture method. Paired t-test revealed a significant difference on the students' pretest and posttest scores when exposed using Six Thinking Hats as learning strategy and lecture method. This study concluded that Six Thinking Hats as a learning strategy can improve the students' performance in Integrated Science.