The purpose of this research is to analyze the science and the mathematics literacy of 8,815 15-year-old students with different family resources. Using the PISA 2006 data set, results of two-way ANOVA and independent t-test analyses reveal that students with better family economic assets, cultural assets and those who study at city-area schools outperformed their counterparts in science and mathematics literacy, and tended to have more positive evaluation, more interest, more enjoyment, and more engagement toward science. These results can be used to remind education policy makers and educators that more attention and resources should be paid to those students who are from economically and culturally disadvantaged families and schools.