A 1975-77 study examined those characteristics of Australian secondary schools and science teachers associated with the use of innovative curriculum materials developed by the Australian Science Education Project (ASEP). Researchers monitored a national sample of 267 schools on their use of ASEP materials, surveyed 1,699 of the schools' science teachers, and made regular site visits to several schools in the state of Victoria. Survey data were gathered from each school's science department on its organization (or effective use of ASEP materials), cooperation among teachers, openness to innovation, interaction or linkage with external resources, and knowledge of ASEP innovations. Using discriminant and cluster analysis, the researchers studied ASEP users in each state. Further analysis in Victoria, using case studies, identified four groups of ASEP users: (1) above-average users open to innovation, (2) below-average users with little openness to innovation and few external linkages, (3) average users with little openness and few linkages, and (4) below-average users with adequate linkages but low openness to innovation. According to the results, less than half the schools had conditions conducive to ASEP innovations. The researchers suggest that teachers need more links to external resources. (RW)