Curriculum materials and methods for studying science at varying rates of progress were demonstrated to selected upper elementary teachers, supervisors, and principals throughout Virginia. Analyzed were the relationships between student performance and related classroom and learner variables. Teachers used programed materials in inservice training as a means of acquiring knowledge and skill in science as well as an understanding of the techniques of programming. Major outcomes of the study were (1) students and teachers were enthusiastic and/or favorable towards this approach, and procedures were effectively implemented, (2) students followed the programed procedures with minimum direction, (3) a courteous, patient and sympathetic atmosphere typically prevailed in the classrooms, (4) teachers became increasingly independent, (5) supervisory and administrative involvement was cooperative and effective, and (6) the analysis of student performance indicated the influence of the classroom climate and the student variables of intelligence, initial science achievement, maturity, sex, and grade level. (GR)