A sketch of the trend to install science in English elementary schools in terms other than "watered-down" secondary school courses introduces a description of the status of these efforts in 1967. Descriptions of the Nuffield Junior Science project, the Froebel Foundation study of science behavior in young children, and the initiation and function of Teachers' Centers are given. Discussion of the support that teachers will need in increasing their knowledge of science and providing sufficient classroom equipment to facilitate the development of student-initated investigations precedes a brief mention of the problems of producing elementary school teachers who are confident and competent in the use of science as an educational tool. (AL)