Investigated was the development of junior high school science students in specified cognitive and affective areas, as related to teacher characteristics and as interrelated with one another and with class characteristics. Criterion variables included: development of understanding of scientific concepts and processes, development of beliefs about science and scientists, development of scientific attitudes and interest in science as a subject. Student instruments used were a modification of Champlin's Beliefs about and Attitudes toward Science and Scientists Scale (BATSS), the Remmers' short form of Attitude toward Any School Subject Scale and a Concept-Process Test. Students also completed a Science Classroom Activities Checklist to provide a measure of teacher effectiveness, and questionnaires to provide background information. Teacher measures included the Science-Classroom Activities Checklist-Teacher Perceptions and the Watson-Glaser Critical Thinking Appraisal, Form Am, as well as questionnaires to provide background data. Among the conclusions, it was stated that no simple set of teacher and/or class characteristics related to student development was found; student interest in science as a classroom subject appeared to be negatively related to student changes in other areas; positive relationships between BATSS and Attitude scale scores were generally found throughout the study. (Author/DB)