Student achievement and attitude changes resulting from two different approaches to teaching of physical science were studied among 94 non-science freshmen enrolled at Valley City State College during the 1970-71 winter quarter. Thirty-four students were taught the laboratory-oriented Physical Science for Nonscience Students (PSNS) Project course and 60 students, the traditional lecture-demonstration course. A 100-item multiple choice test and a 61-item short answer test with respective reliability of 0.849 and 0.882 were constructed by using behavioral objectives and employed together with the Scientific Attitude Inventory of Temple University in the pretest and posttest design. Results obtained showed that students achieved significantly better in the PSNS course. Boys and girls achieved equally well when both were taught by the traditional method, but the girls' achievement was significantly higher than boys' when both were taught the PSNS material and measured with the multiple choice test. The PSNS group boys scored higher than did the traditional group boys on short answer test. Attitude changes were significantly greater for the PSNS group than for the traditional group. (CC)