Reported is a study of the attitudes of elementary school students toward science as a school subject. This study was undertaken in order to determine the effects of an in-service teacher training program in the use of the Science Curriculum Improvement Study (SCIS) program. Children in grades two through six (N-1941) from four suburban (85 percent white, lower middle class) school districts were tested. The study was carried out in three steps, with different children being used in each step. In Step One, pupils in grades two and three were tested; in Step Two, pupils in grades four, five and six. In both steps, children taught by teachers participating in the in-service program were compared with children who had not studied SCIS materials. In Step Three, pupils in grades four, five, and six from a wider variety of teacher training and science program backgrounds were compared. Children were asked to complete an attitude test or questionnaire appropriate to their grade and reading levels. Significant differences were searched for by the use of the t test. Additional data analyses involved Scheffe multiple comparisons. Attitudes of students working with teachers participating in the in-service program were more favorable to science than attitudes of children with non-participating teachers. This was true even in classrooms where some non-participating teachers were using SCIS materials. (Author/PEB)