Purpose: In this study, a minimal theoretical framework was set based on the coexistence of different analytical levels to discover the causes for the success of students and schools in science Olympiads with two separate analysis units. Methodology: This research has been conducted at two micro and intermediate levels through multiple case study and in-depth interview. At the intermediate level, the analysis unit was school and the statistical population included all schools. The intermediate level research sample included two sets: positive cases (5 successful schools from Yazd province) and negative cases (5 unsuccessful schools from Ardabil province), which were selected purposefully. The strategy used at this level was multiple case studies, and the results were analyzed with the comparative qualitative technique. For the validity and reliability of the measuring instrument at this level, real and theoretical repetition was used. At the micro level, the unit of analysis was Olympiad students and 10 interviews were conducted by considering the condition of theoretical saturation. The research tool included in-depth interviews with students, which were analyzed using the grounded theory and the open-centered-selective coding technique. For the validity and reliability of the measuring instrument, the inter-coder agreement and the review of the results by the members were used, and in the comparative study, real and theoretical repetition was used. Findings: This study showed that students’ success in scientific Olympiads is a function of the constructive interaction of the two main institutions (school Olympiad atmosphere and attracting family support) and regional success experience. Other factors such as student cognitive interest, the attractiveness of Olympiad competition, and external incentives are also important. The results of comparative analysis of schools are parallel to the results of the above research and complement it, as the results showed that among the successful schools, almost all the main criteria, including the seminar to introduce parents to attract their support, educational counseling, and classes by former medalists, among other factors, determine the success of schools. Conclusion: According to the findings, it should be said that the success of students and schools in the science Olympiad is affected by several factors at the micro, intermediate, and macro levels, including the quality of the actors to the synergistic atmosphere of school and family.
