This present study seeked to investigate the teaching styles adopted by the science teachers and their student intrinsic motivation in order to be persistence in learning the subject. Using the response from student experiences, the 5Es instructional model by Bybee (1996) has been adopted for the theoretical framework in the study. The purpose of the study was to validate the 5Es model and intrinsic motivation. 452 samples from selected secondary school students in Kuala Lumpur, Malaysia have been collected to provide the responses for self constructed questionnaires in the structural equation modeling analysis. The findings provide the implications toward empirical evidence of theory, teaching practice and appropriate interventions that can be addressed for future research.