The purpose of this study was to explore the results of an early field experience in the Secondary Science Teacher Preparation Program at Indiana University, Bloomington, where the field based program was located in classrooms using the ISCS program. Some of the questions explored were: Will early experience change the preservice teacher's commitment to science teaching and his attitude toward the teacher preparation program? Will it change the preservice teacher's view of the role and nature of science? Will it change their view of students or affect the preservice teacher's major concerns about his abilities and needs as a teacher and cause the teachers to express a need for a broader science background? The group used consisted of 31 students (primarily sophomores) who were pre- and posttested with the Nature of Science Scale, the Teaching Profession Questionnaire and the World Association Scale. The results indicated that this early experience did not significantly alter commitments to science teaching, but it did significantly change their attitudes toward their education and science coursework, as well as generate increased concern about junior high students and their reading problems. A significant change occurred in the preservice teacher's view of the nature of science away from the theoretical model and a trend toward the broader selection of background in the science fields was indicated. (Author/BR)