The investigator attempted to demonstrate that, through the use of high school students as instructional assistants in elementary science classrooms, affective behavioral strategies could cause changes in elementary pupils' affective meanings and that these changes could be measured. The investigator met with selected high school students, at regularly scheduled meetings, to clarify and plan the instructional strategies necessary for working with sixth-grade students. One class of sixth-grade students served as a control. Analysis of the effect of the student assisted program consisted of evaluating responses to two stimuli concepts, SCIENCE and SCHOOL, using a semantic differential instrument. Data analysis permitted examination of three dimensions (evaluative, potency, and activity) of the students' affective meaning system. Implications suggested by the data analysis include: (1) overt behavioral change need not be the only criterion by which change in affective meaning is evaluated in the elementary science classroom; (2) high school students can implement affective instructional strategies and assist in creating environments which enhance affective behavioral change; and (3) divergence in mean scores between groups resulted from the influence of the student assisted instructional program which implemented affective instructional strategies. (Author/PEB)