The present study investigated the main and interaction effect of method of teaching, locality and intelligence on achievement in Social Science among seventh graders. Achievement in Social Science was treated as dependent variable whereas method of teaching (smart classroom teaching and conventional teaching); locality (rural and urban); and of intelligence (high and low level of intelligence) were treated as independent variables. Descriptive survey method was employed for the present study. A sample of 430 students of class VII (216 students from the schools having smart classrooms and 214 students from the schools without smart classrooms) was taken by using multi-stage stratified random sampling technique. General Intelligence Test (GIT) by Mohsin (1990) was used to determine the intelligence of seventh graders. An Achievement Test in Social Science for seventh graders developed by the investigators was also used to assess their achievement. The obtained data was analyzed by using Balanced Three Way ANOVA with 2×2×2 factorial design. Hartley"s Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. The findings of the study revealed that i) Main effect of method of teaching, locality and intelligence on achievement in Social Science among seventh graders was found significant. ii) A significant interaction effects of method of teaching and locality was reported on achievement in Social Science among seventh graders. Further, no significant interaction effect of method of teaching and intelligence; and locality and intelligence was found on achievement in Social Science among seventh graders. iii) The findings of the study further revealed that triple interaction effect of method of teaching, locality and intelligence was found significant on achievement in Social Science among seventh graders