A needs assessment questionnaire submitted to 180 elementary school teachers found that a majority of the teachers felt inadequate and unable to teach science. A majority of the teachers agreed that science should be an integral part of elementary education, that teachers should improve their knowledge of science, and that teachers would teach more science if they could update their knowledge in science content. The National Science Foundation provided funding for a one year program to instruct 48 teachers in environmental science education. The program's goals were to improve knowledge, to aid teachers in the use of environmental science education resources, and to develop cooperation and program support between scientists at a local university and the teachers. To understand the effects of the program and to measure its success, a study was designed to evaluate data from program participants. Data were collected using a Stages of Concern questionnaire and an Environmental Education questionnaire. Individual profiles of two teachers in the program were also analyzed. Results revealed that the attitudes of the teachers who participated in the program changed significantly as compared to a set of control group teachers. The two questionnaires proved to be useful instruments for identifying change in teachers in a specific and definite manner. Implications for inservice programs and future research are presented. (CJ)