Described is a one-year pilot program undertaken to retrain elementary school teachers for remodeling their programs in science education. One purpose of the program was to aid teachers to understand the nature of inquiry learning through activities that combined scientific and quantitative data essential for comprehensive understanding of science. A second purpose was to assist teachers in designing and conducting inquiry centered lessons applicable to children's varying intellectual levels. The teachers' educational experiences were gained through activities in a two-week workshop, then followed by six five-week, three-hour weekly sessions, alternatively scheduled for mathematics and science. During the two-week preparation period teachers studied and practiced inquiry learning episodes, defined behaviors that pupils could achieve, gained understanding of the psychology of instruction necessary for process and conceptual learning, defined the specific roles of teachers and pupils, and considered the nature of desirable facilities for investigative laboratory learning. Administrators of the six school districts involved in this program arranged for release time for resource teachers. Evaluation of the program indicates that changes in teacher behavior and role in guiding learning was achieved. (BR)