Compared were student attitudes toward scientists and science at the beginning and end of an introductory college chemistry course at The Pennsylvania State University. The relationship between grade achievement and student attitude was also investigated. The relationships within subgroups based on class rank in high school, high school science and mathematics background, and various other factors were considered. The investigator constructed an attitude measurement scale of 44 items. The split-half procedure employing the Spearman-Brown formula and the test-retest method were used to determine instrument reliability. A median score technique was used to rank attitudes. Four hundred sixty-seven students were pre- and post-tested during the fall term of 1966. Results showed that student attitudes were less favorable at the termination of the course than at the beginning. Significant correlations were noted relative to grade achievement and attitude, and pre-attitude scores and grade achievement. (BC)