This paper reports on the effects of an intervention program designed to develop cognitive and affective skills for the study of science by students undertaking a preservice elementary teacher education course. Previous research has indicated that a high proportion of students coming into this course have had negative experience in their previous exposure to science. These students expressed concern about their ability to learn science and to become effective teachers of science in primary schools. The hypothesis tested was that science teaching self-efficacy can be enhanced through rational evaluation of beliefs about science and by experiencing success in science. The program consisted of a range of intervention strategies based on counselling procedures in which matched groups of students were guided in the self-identification and modification of negative affective states and cognitive distortions with regard to science learning and teaching. The intervention strategies were designed to foster a positive sense of science teaching self-efficacy through a greater awareness of successful learning and thinking in science. The study combined both qualitative and quantitative data which when analyzed and reconciled revealed that students with strong negative experiences in science can develop more positive levels of self-efficacy. However, these changes may occur more as a consequence of the teaching strategies adopted than through counselling. (Contains 45 references.) (Author/LL)