In this study, the cognitive dissonance theory (Aronson, 1972) was applied in an attempt to produce an attitude change by dissonance reduction; that is, to induce a student to behave in a manner contrary to his/her held attitude, thus becoming aware of the inconsistency in his/her behavior and attitude. The attitude would then change to be in line with the behavior already recorded. To effect attitude change, the treatment in this study consisted of asking ninth grade life science students to prepare videotapes extolling positive virtues of (1) science as a school subject, and (2) the school lunch program. Initial determination of attitudes of 133 students towards the two areas was made by the administration of a Likert-type attitude measure. Twenty students from each of four attitude categories (high science-high food, high science-low food, etc.) were randomly assigned to either the science or lunch treatment. After individual administration of the videotaping treatment, an attitude post-test was administered to all students. Analysis of results revealed a significant treatment effect for the science treatment on science attitude and a non-significant effect on the school lunch criterion. Although results are not completely compatible with the cognitive dissonance theory, future research in areas affecting attitude change in science education is suggested. (CS)