This study describes the existing "state of the state" with regard to preservice elementary science preparation at colleges and universities in Texas. Data consisted of responses from 61 educational institutions involved in elementary teacher preparation on a 50-item survey mailed to 98 institutions in Texas. Data analysis focused on categories that represented the ways in which programs teach science and science pedagogy, collaborate among faculties of science and faculties of education, provide essential field experiences, and prepare for professional growth and development. Texas elementary preparation programs were generally traditional in delivery of science content and pedagogical practice, and collaborative partnerships at educational institutions throughout the state were limited. Most institutions designed and implemented programs within departments--communicating and cooperating with other departments or school districts only when necessary to handle state guidelines and requirements. Opportunities for early field-based experiences were limited; however, institutions from across the state recognized the importance of early field work and indicated a need for more information on how to implement this component into certification or preparation programs. Other institutions indicated professional development opportunities which generally included workshops, seminars, and mentor programs. Appendices contain the survey and a list of the institutions surveyed. Contains 11 references. (Author/PVD)