This report documents the development, implementation, and evaluation of an inservice program designed to facilitate a non-sexist approach to the teaching of science in primary schools. Ten matched pairs of teachers were selected on the basis of a survey questionnaire to participate in the study. Teachers were given help in the teaching of electricity and subsequently taught this topic to their year 5 classes. The project was evaluated by pre- and post-questionnaires to teachers and students, and classroom observation during the teaching of the electricity topic. Apart from describing survey data about teachers' attitudes, preferences, teaching methods and reasons for teaching science, and children's interests and attitudes about science, the project found that teachers reported increased confidence, knowledge, and skills in teaching electricity and changes in their awareness of the problems of girls in science. In those classes taught by the experimental group of teachers, children's attitudes became less sex-stereotyped, and interactions in mixed-sex groupings enabled girls to participate more equitably in science activities. Appendices are: (1) Teachers' initial and final questionnaires; (2) children's initial and final questionnaires; (3) class activity schedules; (4) sample worksheet used for inservice; and (5) problems experienced during the teaching of electricity, and feedback on inservice. (Author/JAZ)