Partnering for Elementary Environmental Science, a professional development program developed to enhance teachers' skills and content knowledge in science education, pairs classroom teachers with resource professionals for one year of collaborative instruction. This paper reports part of the evaluation and research related to the program. Specifically it examines changes in teachers' attitudes and instructional behaviors, changes in students' attitudes toward and participation in science and schooling, and changes in the learning environment and community as a result of teachers' involvement in the program. Data was collected from participating teachers and resource professionals using questionnaires, inventories, and interviews. Results indicate that both teachers and resource professionals responded positively to environmental science and partnering and this partnership increased teachers' confidence in teaching environmental science. The effect of the program on teaching was that it became less traditional, more integrated and collaborative, had more hands-on components, had more process emphasis, and was more analytical and reflective. The program increased student enthusiasm and positive attitudes toward science and school. It was concluded that the program was effective in bringing about general change in science instruction and in accomplishing many of the goals of science education reform movements. Contains 11 references. (JRH)