The purpose of this study was to investigate the growth of teachers' beliefs through being involved in the process of developing science, technology, and society modules based on the educational resources of a science museum in Taiwan. Action research was the source of data from two elementary and two secondary science teachers who participated in the module-developing work. Findings indicate that teachers' work is influenced by their prior knowledge of the science, technology and society curriculum; their beliefs in teaching; and the educational environment in Taiwanese society. Teachers persist in their original beliefs and the ways in which they utilize museum resources. The need for the development of inservice programs emphasizing both content and strategies in utilizing the resources is also indicated. These programs could assist teachers in developing the ability to connect with the informal settings. Contains 18 references. (Author/DDR)