A change that has taken place in the methodology of teaching science--a change from teaching to impart specific information to teaching students how to process the information of their experiences--has led to questioning whether a relationship exists between selected teacher characteristics and success in teaching such a curriculum. Factors of sex, grade level taught, school district, years of teaching experience, and academic preparation in science were examined for significance. The sample of 110 elementary teachers from six school districts were participants in an inservice teacher education program prior to teaching Science-A Process Approach. Student achievement, which was used as an index of teaching success, was assessed by administering the AAS Competency Measure at the conclusion of each exercise. A minimum of six exercises was taught by each teacher. Multiple linear regression analysis showed that the variables of sex, grade level, school district, years of experience, and hours of science accounted for 45 percent of the variance in the student achievement score. Of these, sex, grade level, and years of teaching experience made significant independent contributions to predicting teacher success. (Author)