This study examined how middle science teachers perceive the textbooks they use and how their perceptions varied with their personal attributes and professional backgrounds. A questionnaire was sent to 79 middle school science teachers in Missouri, and 66 responded. The questionnaire was designed to determine the teachers' perceptions about the quality, usability, and congruency of their respective textbooks. The data indicated a general positive acceptance by the teachers towards their textbooks. However, 30 percent did not feel that their current textbook was congruent with the state-mandated objectives. About 25 percent of respondents thought their text book did not provide activities that encouraged the student-as-the-worker or provided for active learning. It also appeared that teachers who had attended a national science conference within the previous 3 years approached their curriculum more critically. Teachers who were involved in a team plan tended to have a more positive outlook on their textbook's ability to provide a proper mix of lower and higher order questions. Also, female teachers appeared to be less critical of their textbook and less confrontational about district policy issues. Overall, the research indicated that teachers who participated in professional conferences were more critical and more aware of the needs of the learner. The appendix contains the survey instrument and data tables. (Contains 16 references.) (JB)