The Wisconsin Inventory of Science Processes and the Scientific Attitude Inventory were given as pre- and posttests to 34 junior high school science teachers to determine if changes in knowledge of the processes of science and attitude toward science were produced as a result of a formal training program emphasizing a process oriented approach to science teaching. The Minnesota Teacher Attitude Inventory, the Intermediate Science Curriculum Study (ISCS) Achievement test, and a questionnaire (teachers' sex, years of teaching experience, grade level assigned) were used to collect the teacher characteristics data. Three 20-minute samples of each of the teachers' behaviors were encoded using the science Teacher Behavior Inventory. A change in the teachers' knowledge of the processes of science was significant at the .05 level, while the changes in their attitude toward science were not. Knowledge of the processes of science and of ISCS content were predictors of behaviors espoused in the ISCS model. Attitudes toward science and teacher-pupil relationships were fair predictors. Cognitive teacher characteristics were more strongly related to teacher behaviors than attitudinal characteristics. (Author/EB)