Based on the belief that students should have a better understanding of technology and science and their interaction with society, the course Science and Technology 11 (ST 11), was proposed in 1984 for students in grade 11 in British Columbia (Canada) who did not elect one of the existing science courses. In September 1986, this new STS course was implemented and taught to approximately 6,700 grade 11 students (about 18% of those at that grade level). A recent survey revealed that science teachers comprised 38% of the approximately 125 ST 11 teachers; Social Studies teachers and shop teachers each comprised 18.6% of the group. The ST 11 classes were reported to be almost evenly divided between a mix of academic-nonacademic students and nonacademic alone. This pilot study examined a number of questions related to the ST 11 effort. Among them were: Do S/T/S courses actually work? Does the reality match expectations as far as the goals of S/T/S education are concerned? Did the already implemented S/T/S courses have any meaningful impact on students with respect to their views on Science-Technology-Environmental-Society (STES) related issues? One of the specific conclusions reached by the study was that the ST 11 course did have an impact in the "desired" direction on the viewpoints/positions of senior high school students concerning the complex topic "science, technology and society." In general the findings implied that the attainment of S/T/S goals was feasible through the implementation of S/T/S courses within the science curricula. (TW)