There is a lack of knowledge regarding the self-described pedagogical approaches taken by science teachers in Catholic schools regarding the integration of a Catholic worldview in their science classroom. The research team distributed surveys to K-12 Catholic school administrators throughout the Midwest who subsequently distributed teacher-specific surveys to their science teachers, to complement the administrator surveys. The research team sought to understand the beliefs of Catholic school science teachers about the relationship between faith and science, to understand to what degree science teachers are currently undertaking the integration of faith in the science classroom, and to understand what kind of support teachers were being given. The quantitative survey data was complemented by focus groups of both administrators and science teachers. Statistical analysis was completed to determine what beliefs, practices, and policies have a statistically significant relationship to the actual integration of faith in the science classroom. The research team recommends a "hiring profile" for science teachers: those teachers that were found to be most likely to integrate faith and science. Furthermore, the data also encourages administrators with the conclusion that targeted observations, evaluations, professional development, and curriculum document requirements can make a real impact in this area. The research team further warns that high schools are in particular need of further attention in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]