This study qualitatively examines teacher intentions to utilize national standards as a resource for reform in their classrooms, schools, or districts. The topic is explored in light of recently adopted state guidelines called the Texas Essential Knowledge and Skills (TEKS) in science. The effect that state guidelines have on teachers' professional commitment to the principles of the national standards and their intention to implement and support the systemic changes outlined by the national standards is also explored. The questions that guide the research relate to the beliefs and attitudes of teachers regarding the recommendations of national standards documents; teacher attitudes toward the necessity of national standards for reforming science education in their classrooms, schools, and districts; and the factors that influence teacher intentions to utilize national standards as a tool for reforming science education. Contains 19 references. (DDR)