This report traces the development of science education, particularly the elementary science curriculum, in Trinidad and Tobago. Problem areas are identified that have influenced science instruction and/or the lack of it. A model is presented for teacher involvement in elementary science curriculum development. Through this approach, approximately 700 teachers were involved with curriculum writing from 1977-1983. The teachers also helped in the implementation of Science - A Process Approach for Trinidad and Tobago (SAPATT). An evaluative study of the SAPATT curriculum is presented and includes: (1) the research plan; (2) statement of problems; (3) methodology (attitude, implementation, evaluation); and (4) present phase of study (procedures, results). The study reveals that high scores have been achieved by SAPATT students and that teachers evidenced significant interest and participation levels in the program. It is recommended that all schools, private and public, should use the program and that SAPATT teacher's guides be distributed to all schools. (ML)