This study, an extension of previous studies, compared the views of freshmen college biology, chemistry, and physics students (N=229) with those of high school seniors (N=437), focusing on: (1) interest in different high school topics; (2) nature of high school laboratory experiences; (3) use of innovative instructional strategies in high school; (4) attitudes toward components of the matriculation examination; (5) suggestions regarding changes in high school science studies; (6) perceptions (college) and expectations (high school) of the contributions of high school experiences to studies in college; (7) relationships between nature of high school experiences and perceived help in college studies; and (8) relationship between self-reported perceptions and actual levels of retention of knowledge and achievements in college biology. Results show, in general, a high level of agreement between responses of high school and university students. High school biology came out as significantly more inquiry-oriented, incorporating more laboratory work and perceived as more helpful than either chemistry or physics in the study of the perspective science in the university. It was demonstrated that the nature of high school experience does exert significant effects on the learning of and achievement in science at the university. (Author/SK)