The theory of reasoned action is a social psychological model that was first considered by science educators in the early 1980s to investigate attitude-behavior relationships. The theory has encouraged intense investigations in the prediction of behavior, development of instruments, and creation of belief-based interventions. This investigation examined 21 studies guided by the theory of reasoned action or theory of planned behavior. These research reports were scrutinized for common and discrepant outcomes as well as improvements to procedures and instrumentation. Assertions were constructed by the researchers from the findings revealed in the reports. Triangulation efforts involved having persons who conducted the studies to react to assertions generated from the written reports. Results of this study indicate that the majority of studies used regression analysis to identify behavioral determinants and by so doing contributed to an understanding of factors that motivate students and teachers to act as they do. Other studies used the tenets of the theoretical models to construct interventions to impact the determinants of science-related behaviors. All contributed in some way to the refinement of instruments used to measure the determinants of action. Thus, assertions were grouped under three main headings: (1) behavioral prediction and understanding; (2) intervention design and implementation; and (3) measurement of model variables. (PR)