AbstractStudent attitudes concerning their science teachers at third, seventh, and eleventh grade are compared. Samples of students were drawn from those enrolled in NSTA's exemplary programs and other students drawn from classrooms of a random selection of teachers who are also NSTA members. Some of the affective items from the Third Assessment of Science, National Assessment of Educational Progress, were used for the study. Results indicate significantly more positive attitudes of students from the exemplary programs in the following ways:(1)pleasure with student questions;(2)desire for students to explore their own ideas;(3)“liking” of science (at the elementary school level);(4)ability and “knowledge” of it to make science study e