This preservice and in-service training model for science teachers is based on the perceptual and behavioral changes experienced by first-year science teachers. The objective of this model is to develop science teachers with strong scientific backgrounds who can relate course content and affective understanding to students. The model is divided into phases: a) a cognitive phase which is emphasized in the preservice training pogram and b) an affective phase which is focused upon in the in-service training program. The cognitive phase includes the acquisition of skills and concepts and the understanding of content material which lead to effective student learning. The affective phase, which begins during the first year of teaching and lasts for three years, is designed by local school districts to meet the immediate needs of beginning teachers. This phase may focus on group process skills, decision making, control, management, or problems dealing with consensus. (BRB)