The study examined perceived social support as a correlate of secondary school students' attitude to Biology in Federal Capital Territory (FCT) Abuja, Nigeria. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. A correlation survey design was adopted. The population of the study comprised 29,158 senior secondary school two (SS2) Biology students from the FCT, Abuja. From which a 2, 928 SS2 students offering Biology was drawn using proportionate sampling and stratified random sampling techniques. Students Social Support Questionnaire (SSSQ) adapted from “What is happening in the classroom questionnaire” (WIHICQ), by Cohen, Mermelstein, Kamarck, and Hoberman (1985) and Biology Students’ Attitude Scale (BSAS) adapted from Students Attitude towards Biology (SAB) by Danilo (2019) were used as instruments for data collection. The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University, Awka. The Cronbach alpha reliability coefficients of SSSQ and BSAS were found to be 0.79 and 0.81 respectively. The data were collected using SSSQ and BSAS with the help of the research assistants who were Biology teachers. Pearson product moment correlation r was used to answer the research questions and to test the hypotheses. The finding revealed that the relationship between secondary school students’ perceived social support scores and attitude scores towards Biology is moderate and significant. Also, there is a low positive relationship between various dimensions of perceived social support scores and secondary school students’ attitude scores in Biology but not significant. It was recommended that students’ Biology teachers should monitor, changes in social support alongside the attitude of students to enable iterative refinement of interventions to sustain gains over time in Biology in secondary schools.