This longitudinal study was designed to: (1) identify the current status of elementary science teaching and characteristics of science teachers in a sample of 100 public elementary schools (K-6) that participated in a 1970 study; (2) investigate certain changes in the foregoing since 1970; (3) identify principal's and teacher's attitudes (perceptions and feelings) toward change in science programs and practices and toward certain aspects related to elementary science education; and (4) determine if there were relationships between the level of state control of education measured by a School Centralization Score and selected variables. Principals and three randomly selected teachers from 10 schools in 10 states participated in the study. Data were gathered by using three instruments administered to each respondent. Findings supported those of other national studies with respect to level of teacher preparation; no improvement in science content background or in teachers' instructional methodology were reported. A trend toward less use and less availability of consultants seemed to be taking place. Less emphasis on science appeared to be given in 1980. Although some changes were made, the majority of schools had not substantially changed their science teaching practices during the past decade (1970-1980). (Author/JN)