The Theory of Reasoned Action was used to ascertain students' salient beliefs, correlations between constructs in the theory, relative weights of the determinants of intention, and the effect of type of schooling, gender, and grade level on the determinants of intention. This exploratory study generated baseline information and used correlational analyses. The study's three stages included elucidation interviews with a subsample of students and construction of the instruments, a pilot study and refinement of the instruments, and final collection of data and analysis. Multistage cluster sampling was used to select 377 public school students. Also involved were 46 private school students and 34 home school students. It was found that students'"attitude toward" and "their subjective norm" with respect to science learning behaviors explained a significant amount of variance in intention to do laboratory and non-laboratory activities. Home school students had beliefs that comprised a more positive attitude toward doing laboratory science than did public and private school students. There were significant relationships between grade level and beliefs for both laboratory and non-laboratory science; and between gender and laboratory science. (CW)