The materials of Science - A Process Approach (1966) were evaluated in terms of strategies of classifying, observing, using number relations, and recognizing and using space/time relations. Ninety-five students in grades 4, 5, and 6 in Austin, Texas representing a range of tested intelligence, academic ability, interest in science, and chronological age constituted the sample. Pretest scores were 88.9 per cent efficient in predicting behavioral change among grades and 88.3 per cent efficient among girls and boys. There appeared to be no consistent pattern among grades in the relationship of the selected behaviors to the strategies of inquiry in science, and none between the strategies of inquiry and attitude toward science, attending, or problem solving. The most efficient predictor of behavioral change was the strategy of using numbers followed by classifying, space/time relations and observing. Apparently none of the strategies of inquiry in science can be used to predict behavioral change in all of the behavioral criteria. (GR)