Any effort to reform science education in the schools must include input from the nation's science teachers concerning what they need to do in order to improve instruction and student performance. Science teachers in rural schools have many needs that differ from those in more urbanized areas. A survey of science teachers in Arkansas, Illinois, Oklahoma, Kansas, Tennessee, and Texas secured responses from 1,507 teachers, about one third of those surveyed. More than half of teachers in five states were over 40 years old. Over half of teachers in all states had more than 10 years experience, and over 25 percent in five states had more than 20 years experience. In all states except Kansas, the majority held a master's degree or higher. Percentage of respondents teaching in a rural area or small town was 62-89 percent. The majority of teachers in four states had three or more daily class preparations, and 62 percent of Kansas teachers had over four. In four states, over half of respondents reported that their equipment and supplies were nonexistent or barely adequate, over 40 percent had no computers for student use, and 21-34 percent did not have laboratory classes. In all states, science instructional resources were rated as inadequate or poor by 34-63 percent of respondents. With regard to instructional strategies, a large majority used lecture, demonstration, and cooperative learning; 33-53 percent never used peer teaching. Results indicate a widespread need for equipment, supplies, materials, and planning time. Without these things, little science can be done in the classroom. Instead, science as product will be read. (SV)