Recent criticisms of science education in the United States led to a unique experience in the Conroe Independent School District in Texas. An evaluation committee of local professional and eminent scientists was established by the local superintendent to review and evaluate the adequacy of (1) the scope and sequence of science courses; (2) laboratory and classroom facilities; (3) equipment and supplies; (4) student participation in science activities; (5) textbooks and teaching aids; (6) inservice opportunities; (7) student scheduling and counseling; (8) teaching force; (9) enrichment activities; and (10) library offerings, at the secondary and elementary levels. The committee visited science classes, counseled with participating students, and conferred with science teachers at all levels throughout the district. Findings include: (1) the high school teachers lacked current, state-of-the-art science knowledge; (2) the science courses needed improvements in six specific areas; (3) the laboratories needed larger physical facilities with more sophisticated equipment; and (4) there was a need to improve academic counseling of students with respect to science and mathematic course prerequisites. The changes that have resulted from the evaluation have led to improved instruction and support of science education in the district, and an ongoing relationship between the district schools, scientists, and the university programs. (Author/MD)