New K-12 science education standards emphasize teaching and learning grounded in authentic scientific practices. A first step toward supporting teachers' adoption of scientific practice-based pedagogies is to develop a clear picture of how teachers are currently teaching science, and what factors predict their pedagogical choices. A recently concluded, major study gathered data from a nationally representative sample of secondary science teachers. Among the topics studied were five sets of teacher-level predictors of traditional versus reform-oriented science instruction: teacher attributes, teacher beliefs, instructional resources, context-related factors, and inservice support. School-level factors (e.g., student demographics, community type, science expenditures) were also examined as potential predictors of classroom practice. This paper explores the relationships among these potential predictors and between the predictors and teachers' reported practices. The findings describe the national secondary science education landscape, and provide insight into the readiness of the field to implement the upcoming Next Generation Science Standards. An appendix provides two supplementary tables.