This report describes and evaluates the effectiveness of summer workshops designed to provide high school psychology teachers with an intensive review of general scientific psychology and an opportunity to develop new curricula for use in the classroom. In general, high school psychology teachers are more oriented toward life issues and adjustment, while college teachers stress science. It was the assumption of those conducting the workshops that the successful incorporation of scientific psychology into high school courses depends not only on the teacher's exposure to scientific content but also on the teacher's ability to teach this material with comfort and satisfaction. The morning sessions of the workshops focused on psychological concepts through a combination of lectures, discussions, and films, supplemented by informational handouts. In the afternoons, participants were involved in activities such as conditioning a rat, exploring the operation of depth perception, conducting human learning experiments, carrying out a self-defined observational study, and developing curriculum units tailored to their own needs. During the workshops, participants were surveyed weekly to see how likely it was that they would incorporate the new topics, activities, and materials into their curricula. The surveys showed the workshops to be very successful. For example, in 10 areas where workshop staff combined lectures with demonstrations and activities, the great majority of the participants reported a strong likelihood that they would incorporate these demonstrations and activities into their own curricula. Many of the teachers borrowed materials to use the following year in their classes. It was concluded that if a more scientific curriculum is to be adapted at the secondary level, teachers must be provided with an education in academic psychology. (RM)