Reported is a study to identify various institutional characteristics that affect learning outcomes of prospective science teachers as measured by: (1) College and University Environment Scales, (2) Natural Science Area Test, (3) Test on Understanding Science, (4) Science Teaching Assessment Tests, and (5) Student Questionnaire. Ninety prospective science teachers (seniors) majoring in science teacher education and 200 randomly selected upperclassmen enrolled in four predominantly black institutions were involved in the study. The preliminary analysis of data indicated that the subjects did not differ significantly in verbal and quantitative abilities at the time of enrollment in their respective institutions. Results suggested that three of the seven institutional characteristics had a significant effect on the outcomes of seniors pursuing a program of science teacher education: (1) differences in the perception levels of the institutional characteristics, scholarship; (2) differences in the perception levels of awareness; and (3) quality of teaching and faculty-student relationships. (Author/EB)