This study examined the concept of the nature and processes of science held by college students in both elementary and secondary education as measured by the Wisconsin Inventory of Science Processes (WISP). Secondary science education students scored significantly higher than students enrolled in primary or intermediate education. The difference between the means of the secondary science students and the primary and intermediate groups was statistically significant at greater than 0.01, supporting the premise that secondary education students majoring in science do possess more understanding of the nature and processes of science, as measured by the WISP. Little relationship was identified between sex, number of university science courses and years of high school science and knowledge of the nature and processes of science. A relationship between the average grade of science courses taken at the university level and the WISP score was significant at the .01 level. Three areas (scientific observations, experimentation, and communication of scientific knowledge) seemed to be well understood by over 90 per cent of the students. (BB)