This paper reports on part of a cross-national study of science classroom environments in Taiwan and Australia. It focuses on teachers' beliefs about science and science teaching and the effects these beliefs have on the learning environment in the science classroom. Better understanding of this relationship between teacher beliefs and learning environment can lead to the identification of the barriers to the introduction of constructivist teaching approaches in school science. Descriptions of the Classroom Learning Environment Survey and the Beliefs about Science and School Science Questionnaire are provided. Statistical analyses of questionnaire data for each country are also provided and contain internal consistency reliability, discriminant validity, mean scores, and standard deviations. Recommendations for further research include using existing questionnaires as interview/observation frameworks and for future research to be guided by a set of interpretive research questions. (DDR)