Described is a study to determine the degree of relationship between selected classroom and teacher variables and science teaching strategies. The perceived strategies were recorded and measured by the Class Activity Checklist (CAC) which is a modification of the Science Class Activities Checklist (SCAC), (Yeany, 1974). The observed teacher behavior was recorded through use of the Teaching Strategies Observation Differential (TSOD), (Anderson, 1974). Data tables and data analyses are presented. Conclusions drawn show a moderate correlation of the CAC and an instructor's years of teaching, indicating that younger teachers are perceived as being indirect in teaching style. Teachers in larger schools are also perceived as indirect by students. Correlations of the number of laboratory days to the CAC, and the number of options opened to students and the CAC, indicated that students were aware of activity options offered them. In the appendix a copy of the CAC checklist, a background questionnaire, a class composition questionnaire, and the TSOD are presented. (Author/EB)