This study was designed to assess the attitudinal outcomes of Introductory Physical Science (IPS) curriculum materials used in schools. Random samples of 240 students receiving IPS instruction and 240 non-science students were assigned to separate Solomon four-group designs with non-equivalent control groups. Random samples of 60 traditional physical science and 60 non-science students comprised a static-group comparison design to test attitudinal outcomes of a traditional course. Student attitudes were measured by a semantic differential instrument with six concepts (scientists, science, research done by scientists, high school science teachers, high school science courses and experiments done in high school) evaluated in terms of 16 bi-polar, seven-interval, adjective scales. Analysis of semantic differential data indicated that no significant increases were demonstrated in IPS student attitudes as compared with non-science student's attitudes over a school year and a calendar year. Four instances of sex-related attitudes were reported. (Author/PS)