Reported is a study to identify various effects of a teacher training project which included in its objectives the initiation and implementation of new science programs. The program included four introductory sessions, a two-week intensive workshop, and follow-up and consultation sessions in the ensuing school year. The 68 teachers in the project were the experimental group, and the 14 teachers, not attending the workshop but who were teaching the new inquiry-oriented programs for the first time, were the control group. Teachers were evaluated in two aspects: attitudes, and behaviors. Four instruments were devised by the author to measure attitudes, classroom behavior as viewed by students, administrators' attitudes, and an observational scale to code classroom behavior. Only the experimental group showed a statistically significant change in attitude at the .05 level. Change in attitude was found not to be statistically significant as related to: grade level, type of school district, science project selected, administrators' attitudes, or years of teaching experience. Descriptive findings concerning teaching behaviors included: teachers became less directive, and students participated more in experiments. It was concluded that the project and new inquiry-oriented programs could be beneficial in changing attitudes. (Author/EB)