Studied was the effect of community of residence on the science interests, science attitudes, and science achievement of children from grades four through six randomly selected from two urban, two suburban, and two rural community elementary schools. Three instruments were administered: (1) a Science Interest Checklist constructed by the investigator; (2) a Semantic Differential to determine attitudes toward science, social studies, mathematics, and English; and (3) the Metropolitan Science Achievement Test, Form AM. Data collected included IQ scores, information relative to parents' occupation, social class status and from the instruments used. Data from the Science Interest Checklist were analyzed by employing the chi-square test. Analysis of variance was applied to achievement and attitude scores. Probability greater than .05 was considered non-significant. The investigation indicated that the biological sciences were of greatest interest, followed by the earth sciences and physical sciences respectively, for all groups. Grade level, social class status, nor IQ had any significant influence on the students' science interest. Girls appeared to be strongly interested in the biological sciences, while boys leaned toward the others. Boys showed a more favorable scientific attitude. Suburban children were the highest achievers, followed by rural and urban children respectively. (Author/EB)