A majority of the school districts that desegregate use magnet schools as part of their effort. Magnet schools offer enriched academic or vocational programs to attract committed students whose neighborhood schools do not offer the coursework and activities they seek. This paper is concerned with science magnet schools. This study was designed to determine if the implementation of a magnet school would generate more positive attitudes in the magnet school's students. The study group included 358 fourth-, fifth-, and sixth-graders, 177 in the elementary science-magnet and 181 in a neighboring school which served a similar student population. The measuring instrument was derived from the National Assessment of Educational Progress. It was reported that students enrolled in an elementary science-magnet school were more likely to identify science as their favorite or second favorite subject than their counterparts enrolled in a comparison school. The magnet school students wanted more science in school and were less likely to think that scientists were rich. The comparison school students felt that they would be able to help solve the problems of pollution, food shortages and disease and were more likely to use science in making decisions than their magnet school counterparts. The measuring instrument is appended. (MVL)