This paper contains the report of an investigation to determine what relationships existed between teacher competencies in science mastered via a televised inservice program (LIFT OFF!) and teachers' science-related attitudes, past experiences, and use of a science program (Science - A Process Approach). Evidence was obtained from the number of science activities a teacher used in the classroom. Subjects were 76 elementary teachers, grades K-6. Fifty teachers participated via color/cable television at their schools; 26, through the use of a videotape recorder. Participants varied in teaching experience, science content, and sex (two males). Data were collected via a pre- and post-semantic differential instrument, biographical information, and a post-science competency measure. Sixty-six teachers scored 29 or better for the 33 tasks on the science competency post-measure. The 26 who used videotape recorders which they could start and stop at will scored higher as a group on this measure than did the 50 teachers who used color/cable television. Teacher attitudes changed in a positive direction. A weekly tally of science activities taught showed a general increase over the 15 weeks. (Author/PEB)