The purpose of this study was to determine if elementary teachers' attitudes toward science and science education would become more positive if: (1) they participated in a four-week workshop on new science curricula; (2) the training they received was directed toward Elementary Science Study (ESS), Science Curriculum Improvement Study (SCIS), or Science - A Process Approach (SAPA); and (3) they served as model science teachers for preservice teachers who observed and taught in their classrooms. Thirty-six teachers who attended a four-week workshop on the new science curricula participated in the study. Twenty teachers were selected as model teachers on the basis of proximity of their schools to the university. Pre-service teachers were placed in 11 teachers' classrooms. Statistical analyses showed: (1) a significant positive change in attitude toward teaching science but not toward science as a result of the workshop; (2) no significant differences for the type of training received nor for the type of model teacher the workshop participant would become; and (3) for the pre-service teachers, no significant changes in attitude toward science or science teaching after observing the model teachers. (Author/MH)