Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre- and post assessments were administered to one section of students for each teacher. The testing focused on student concept mastery, general science achievement, concept applications, use of concepts in new situations, and attitudes toward science. Videotapes of classroom actions were recorded and analyzed to determine the level of the use of STS teaching strategies in the two sections. Information was also be collected that gave evidence of and noted changes in student creativity and the continuation of student learning and the use of it beyond the classroom. Major findings indicate that students experiencing the STS format where constructivist teaching practices were used to: (1) learn basic concepts as well as students who studied them directly from the textbook; (2) achieve as much in terms of general concept mastery as students who studied almost exclusively by using a textbook closely; (3) apply science concepts in new situations better than students who studied science in a more traditional way; (4) develop more positive attitudes about science; (5) exhibit creativity skills more often and more uniquely; and (6) learn and use science at home and in the community more than did students in the textbook dominated classroom.