This paper presents a study of direct teacher involvement during an inservice time in an attempt to produce a significant change in the nature of science teaching materials. Self-generated materials were designed to emphasize a necessary change in teaching strategy. The investigator attempted to determine whether or not teachers were capable of generating the materials, whether they would use the self-generated materials and whether or not this use would result in a change of teaching strategy. A Teacher Reaction Questionnaire was used in a pretest-posttest format to measure any change in teacher receptivity to curriculum innovation. A Laboratory Experience Questionnaire was utilized to measure teacher satisfaction with the laboratory approach to science instruction. Twenty-five percent of the faculty involved in regularly scheduled inservice periods contributed written science materials. The materials were used, on a regular basis, by 20 percent of the faculty. The results of the study indicated that inservice time can be realistically and profitably utilized by teachers to produce innovative and relevant curricula for children. No measurable overall change resulted from the inservice activities but this was rationalized as stemming from a difference in percent response and difference in the character of the respondents. (Author/EB)