Reported is a study to determine whether selected variables characterizing disadvantaged pre-school children and teachers related to achievement in a Science - A Process Approach curriculum. Two groups of children were considered in this study. The primary instructional group of 466 Head Start children received instruction in Science - A Process Approach. The comparison group, 100 non-Head Start children, did not have this program. The 38 teachers involved were those participating in the "newer" curriculum. Student variables considered were: (1) group membership to either the primary instructional or comparison group; (2) sex; (3) age; (4) attendance in pre-school; and (5) intelligence quotient. Teacher variables were: (1) attitude; (2) recency of science course; (3) teaching experience; and (4) presence or absence of an undergraduate degree. The effect of group membership was the only variable which independently accounted for a significant amount of variance. When all student variables were utilized as predictors, the rank order relative to predictor power was: (1) membership in primary group, and (2) attendance in pre-school. (Author/EB)