This is the first part of a national study on science instruction in elementary schools in the United States. Questionnaires (copies appended) sent to the principal and a randomly selected science teacher in 3342 public elementary schools, selected by multi-stage random samples of Great Lakes and Far West Regions schools, provided information about practices, procedures, policies and conditions concerning science education. Data received by July 1, 1971, (approximately 38 percent response) were analyzed and include information about teacher preparation, school organizational instructional methods, facilities for science, use of federal funds, the adoption of science course improvement project materials, teacher attendance at summer and other institutes, and teacher satisfaction. Chi square values resulting from a contingency table analysis of responses to teacher and principal questionnaires classified by school enrollment are reported. Some significant relationships concerning teacher preparation, use of funds, and facilities available are discussed. Trends since earlier surveys by other authors are discussed. (Author/AL)