The purposes of this study were to investigate science teachers' attitudinal changes toward an innovative science curriculum and to ascertain what variables were pertinent to these changes. The population consisted of 55 college science teachers assigned to participate in the program beginning with the summer of 1971. The instruments used were: the Faculty Questionnaire, the Summer Assessment Questionnaire, and the Sequential Test of Educational Progress. The pertinent findings of this study were: (1) there was a significant positive correlation between teachers' attitude scores and the amount of formal science training; (2) there was no significant correlation between males and females and their attitude scores toward an innovative science curriculum; (3) the correlation between teachers' attitudinal scores and major teaching area was nonsignificant; (4) the number of years of teaching at the college level and the teachers' attitude scores appeared to be nonsignificant; (5) the number of contact hours required of teachers in the program and their attitude scores had a significant positive correlation; (6) teachers' knowledge of science and their attitude scores were not significantly correlated; (7) attitude scores and teachers' chronological age were not significantly correlated; and (8) attitude scores toward the summer conference and an innovative science curriculum had significant positive correlations. (Author/MLH)