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The teaching of science has traditionally focused on cognitive factors. However, it shows many glitches of teaching, which is necessary to adapt new instruction methodology to examine affective factors for the science education. This research presents to examine the affective dimension of students based on influence of their curricula background and teaching methodology while learning science in an undergraduate program. During 2015/16 course, the study was performed in a general science course at the Teaching Training School of the University of Extremadura (Spain). A total of 126 students contributed for the study proposed and the classroom was divided into a traditional and flipped group. In the traditional group, a traditional-teaching methodology was performed. For the flipped group, a “flipped classroom” setting was followed. In both groups, students enrolled to the course suggested from dissimilar curricula background, that is, science, social sciences, arts and technology background. According to the results, the students- curricula background and teaching methodology have a significant influence in their affective dimension. Students participated in the flipped group exposed less negative and more positive emotions in the learning process. These affective dimensions were more noteworthy in the not-scientific background students as their curricula background. These results are particularly relevant because the not-scientific background students are usually facing more difficulties in learning science as the bigger group in the course proposed.