This study describes a workshop designed to improve elementary science instruction by encouraging teachers to discard the "spectator" mode of participation and become involved in a program designed to be compatible to the objectives and philosophy of the Science Curriculum Improvement Study (SCIS). A random sample of 224 teachers (the experimental group) was encouraged to accept a classroom role which was less dominant than they may have previously favored. The Interaction Analysis of Science Teaching (IAST) instrument was used to evaluate classroom behaviors of both experimental and control groups in a posttest mode. Members of the experimental sample were found to practice more of the desired behaviors than did members of the control sample. Among conclusions, the researcher stated that the experimental treatment did no apparent damage to teacher self-confidence, attitudes toward elementary science, and classroom behaviors. Strong indications existed that the experimental treatment did result in a more student-centered teacher. (Author/CP)