This study assessed the efficiency of the current science radio programs in Uganda, determined whether there exists any significant difference in performance of students who receive radio lessons in science and those who do not, and assessed problems associated with the utilization of the science radio programs in primary classes. Data were collected from students (N=160) and teachers (N=8) using a teacher questionnaire and student achievement test. (These instruments are provided in appendices.) Findings indicate that using the radio program is an effective strategy for teaching science and that the programs are effective in helping students learn the desired concepts and values. However, the majority of the teachers did not prepare lesson plans for the radio lessons or prepare their students for the radio lessons. Therefore, the programs were not efficiently utilized because few students could follow them without the help of the teacher. These and other findings suggest a need for sound teacher training in the use of the radio programs and the provision of classroom support materials. (JN)