This study was designed to examine the nature of the interaction among secondary school science teachers, school administrators, and external agents and how these interactions influence the character of the science program. An ethnographic approach was employed in which secondary school science classes from five schools in two districts were observed during an 18 month period. Data were obtained from approximately 675 classroom observations, 200 interviews, and 60 formal interactions at meetings, workshops, and other activities. Findings are classified in four categories relating to: (1) teachers and teaching; (2) interaction among staff and others; (3) factors appearing to underlie observations; and (4) potential for change. Observations are reported in point form for each of these areas. Implications for instruction and researach are also discussed. (ML)