The Presidential Awards for Excellence in Science and Mathematics Teaching program was established in 1983 to recognize outstanding science and mathematics teachers in the United States. In 1993 a national probability sample was taken of approximately 6,000 elementary/secondary teachers asking about their backgrounds and preparation, classroom practices, and professional activities. Questionnaires were also sent to all teachers who had received the Presidential Award for Excellence in Science and Mathematics Teaching. The purpose of this monograph is to provide information on the nature and extent of the differences between these groups. Presidential Awardees generally are much more experienced and more highly educated than their national counterparts. Differences in attitudes translate into differences in instruction, with Presidential Awardees' classes considerably more likely to work in small groups and use manipulative materials and considerably less likely to read a textbook in class or do worksheet problems. Awardees were much more likely to be active professionally, serving on school or district committees, teaching in-service workshops for colleagues, and participating in science- and mathematics-related professional development activities. The process of selecting Presidential Awardees seems to be effective in recognizing teachers whose backgrounds, beliefs, teaching styles, and professional involvement are consistent with the recommendations of professional associations and state and national standards. (PVD)