This research aimed to investigate the influence of educational coaching that was uniquely designed with the GROW model in science teaching on the motivation and success levels of 7th-grade students in science lessons. The investigation was implemented with 7th-grade pupils in a middle school in Turkey in 2024 and lasted 14 weeks. The investigation was performed using a quasi-experimental, pretest-posttest control group experimental design. Measuring instruments (Scale of Motivation for Science Course-Science Achievement Test) were used as pre-, post-, and follow-up tests. The pupils’ success in the science lesson was also evaluated by comparing their lesson grades in the first and second semesters. Students in the control and experimental groups received student-centered training; however, those in the experimental group also received 20 minutes of face-to-face educational coaching every week. During the educational coaching process, activities were performed for students to know themselves, see their weaknesses and strengths, strengthen their weaknesses, reveal their potential, identify factors that have a negative effect on motivation, learning, and achievement, and overcome them. At the start of the research, pupils in the control and experimental groups had like achievement, science scores, and motivation. However, at the completion of the study, the success-motivation points and science grades of the pupils in the experimental group were meaningfully greater compared with those in the group under control. Additionally, pupils in the experimental group had meaningfully higher achievement and motivation follow-up test points than those in the control group. Stated differently, educational coaching, uniquely designed with the GROW model, had a meaningful influence on the rise of motivation and achievement levels in science. Based on the study results, educational coaching should be comfortably included in the science teaching process.