This study focuses on the results of an open-ended questionnaire on positive and negative science experiences and the preliminary findings for the development of a survey instrument based on those results. The primary objective of the study was to determine if there are detectable differences in prior science experiences between those who become science majors and nonmajors. Several factors such as teachers, overall learning environment, and perceived success in learning contribute to the overall positive or negative nature of the prior science experiences. Knowledge gained from this study can be translated into greater understanding of the types of experiences that foster positive attitudes toward science as well as how these experiences can be integrated into science education to foster greater success for more students. Contains 17 references. (Author/DDR)