This report summarizes and compares the views of six experts-three university professors and three elementary teacher-concerning elementary-level science teaching. The experts were asked to treat the topic comprehensively by addressing the following: (1) issues of curriculum (goals and objectives, selection and organization of content); (2) materials and instruction (presentation of input to students, teacher-student discourse, activities and assignments); (3) evaluation of student learning (formal and informal assessment of student progress toward key goals before, during, and after instruction); and (4) teacher education (subject matter knowledge, professional development). The experts addressed these issues in the context of both ideal programs (as outlined in their responses to a set of questions about what ideal curriculum, instruction, and evaluation practices in elementary science programs would look like) and typical current practice (as outlined in their responses to questions calling for critique of one of the most widely adopted elementary science curriculum series). This report first summarizes the positions articulated by each of the six experts considered individually, then describes areas of agreement and disagreement across the six experts. These comparisons are then considered with reference to their implications concerning ideal elementary science programs. The key features of ideal science curricula and the framing questions used in this report are appended. (Author/KR)