In the elementary and secondary schools, there is a movement toward a sequential instructional program which would involve the offering of a laboratory science each year from kindergarten to high school graduation. In some schools teachers have turned to science kits as a partial solution to the problems presented by restricted space, inadequate facilities and equipment, short class periods, and heavy workloads. For some small schools, the science kit is the laboratory. The selection of kits presents special problems to teachers and school administrators who must judge their suitability for the school program. The purpose of this bulletin is to clarify issues concerning the instructional value of science kits and to suggest criteria for their classification and evaluation. [Best copy available has been provided.]