The author attempted to find predictor variables related to secondary school science teachers who favor the use of innovative science curricula and to find such variables as related to the teachers' understanding of science processes. Data were available from 183 usable inventory-questionnaires out of 184 returned. Data were also obtained from 13 school visitations. No significant differences were established using chi-square, but some were determined from correlations. Analyses of the research data supported the following: (1) there was a significant difference shown between teachers who favored and those who did not favor use of innovative science curricula with respect to their extent of participation in non-college credit activities given to the study of innovative curricula; and (2) there was a significant difference between teachers who were in different ranked categories in understanding of science processes with respect to the extent of their total hours in science and mathematics. Science and mathematics preparation as related to science teachers' scoring on the Welch Science Process Inventory appeared to be a significant departure from chance results. (Author/EB)