Personal observations suggest that conventional evaluation methods used in methods courses heighten rather than alleviate the insecurity of teachers who suffer from science anxiety. The primary purpose of this study was to explore the benefits of a graduate science methods course that used a nonthreatening evaluation method. This method consisted of "contrived observations," or lists of new experiences or "firsts" occurring during the course. The "firsts" were further documented by the "anecdotal diary" that all the teachers kept while taking the course. The enthusiasm of the methods course participants in this study suggests that a nonthreatening evaluation system can be effective in reducing anxiety associated with teaching science. (CJ)