The purpose of this study was to identify and analyze changes in attitudes towards science in technology-based science content courses for K-8 preservice teachers at Black Hills State University and relate those attitudes to the predominantly female gender of the students enrolled in the class. Given an overwhelmingly female science classroom in which Internet research, hands-on science activities, cooperative group work, and a constructivist learning environment is promoted, this study investigates how women's attitudes towards science change before and after taking a technology-integrated class. This study also examines the relationship of technology to an effective and motivating science classroom. (KHR)