This study examines the relationship between eighth-grade students' science achievement scores and their home backgrounds (educational resources and parental level of education) in three participating African countries: Egypt, Morocco, and South Africa using the Trends in International Mathematics and Science Study (TIMSS) data of 2019. Descriptive statistics and multiple regression models are used to show the effect of home educational resources and parents' level of education on science achievement in the three African countries. Results showed that the number of books at home correlated positively and best-predicted science achievement scores. Access to technology (computer/tablet, internet, and mobile phone) showed a negative relationship with science achievement. The significance of the predictors varied between countries, emphasizing the need for context-specific research to understand how different factors influence academic achievement. Findings have practical implications for educational policymakers and practitioners, pointing out the impact parental level of education and educational resources can have on students' science achievement.