Described is research undertaken to determine the nature of existing undergraduate programs for preparing elementary teachers to teach science. College faculty members and administrators, undergraduate students, recent graduates, and elementary school administrators and supervisors were interviewed. In addition to interview data collected, the overall situation prevailing at ten institutions, including the institutional goals, the clientele served, effects of institutional growth, and perception of the various individuals contacted, were all considered when the findings were reported. Among the findings reported are: (1) in the eyes of the typical undergraduate student, science becomes real in the elementary science methods course, if at all; (2) for those students who expressed some serious interest in science as a viable part of their teaching expectations, this expression appeared to stem from experiences in the science methods course more often than from the content science courses; (3) more evidence of innovation or experimentation was found associated with the science aspect of the elementary education programs than with the secondary programs visited in the parallel project. Included with the findings is a listing of the comparatively few practices judged by the investigator to be of special interest. [Not available due to marginal legibility of original document.] (BR)