A significant alternative to the traditional text-based approach to elementary science has been represented by the Science Curriculum Improvement Study (SCIS). Although the literature documents the process of the investigative approach, greater utilization of available programs and support from teachers are not evidenced. This investigation was devised to determine teacher perceptions and their relationships to this concern. These questions were addressed: (1) "To what extent are teacher variables, such as grade level, years of experience, and frequency of scheduling science time, related to teacher evaluation of the SCIS-II program?" (2) "How do teachers perceive the barriers and support systems that exist in their district's elementary science program?" (3) "What student outcomes do teachers see as significant results of the SCIS-II program? Are these perceptions related to teachers' degree of positive attitude about the program? Are they consistent with the body of research? and (4) "What specific concepts, materials, activities, etc., do teachers find to be problems in the present program, and what changes do they feel might alleviate the problems?" It was concluded that teachers in grades 3-6 perceived more barriers to effective instruction and experienced greater problems with management, materials, and equipment during activities than their colleagues in the lower grades. (RT)