A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to a study of self-perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction. A quasi-experimental research strategy was employed to compare the effects of two instructional treatments. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self-management, goal clarification, and individualized course expectations. A significant difference in science locus of control (SciLOC) orientation between groups followed treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject sex was employed as a moderator variable. Though the treatment effect is small, accounting for three percent of the variance in SciLOC orientation, control orientation is shown to be susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long term effects of enhancing internality. (Author/JN)