This paper reports a study to develop a measure that would determine behaviors teachers predict they would use while teaching elementary school science. The Predicted Role Measure (PRM) consisted of a motion picture film and a response packet. After observing nine scenes from the film, the participating teachers recorded their predicted behaviors. Responses were limited to a five cell Likert scale of agreement with six behavioral statements about the scenes observed. Three role scores were obtained by the ranking of statement: Teacher Emphasis Role, Student-Teacher Cooperation Role, and Student Emphasis Role. The measure was administered to 184 elementary school teachers from six different groups. These groups ranged from the so-called book-centered science teachers to a group comprised of teachers who had completed Science Curriculum Improvement Study (SCIS) instruction and had at least one year of classroom experience with the materials. Statistical procedures employed were multivariate regression, multivariate analysis of variance and several non-parametric tests. Teachers agreed with statements on their own merits rather than the merits of a particular role. There were no significant differences between teachers just finishing instruction and those who had completed SCIS instruction and had used SCIS materials for one year. (Author/EB)