In this study two high school students participated in the revision of a technology curriculum. These students were paid to work through lessons with one of the original authors to provide input for final editing and rewriting. The students were matched to the intended population for which the materials were originally written--poorly motivated students in high school. The two students had a high level of science anxiety as evidenced by their fear of science activities and tests. Findings indicate that students played a key role in identifying problems stemming from lack of clarity, both of directions and questions. Problems in the sequencing of materials were often noted by the students earlier than by the teacher or other authors. Additionally, students were helpful in the identification and correction of format problems, usually dealing with placement of pictures and charts in relationship to questions and comments. Perhaps the greatest contribution of the students involved the testing of the practicality of activities and experiments. The collaborative process between teachers and students in the development and revision of science curriculum materials tended to enable the development of higher quality materials that will require less revision at a later time. A 65-item bibliography is included. (Author/CW)