A survey of grade 7, 8 and 9 science teachers in New Brunswick and Nova Scotia was conducted as part of a research program to determine the consequences for teaching and learning of the recent introduction of the SciencePlus program developed by the Atlantic Science Curriculum Project and the need for further curriculum and professional development. The survey explored some of the conditions of teaching, teachers' goals and instructional practices, and teachers' professional development needs and preferences. Comparison with previously published research indicated that teaching practices in the region appear to have changed over the past decade in the direction of greater hands-on practical activity. This report combines data from the New Brunswick and Nova Scotia surveys to look at the association between selected teaching conditions and selected teaching practices. Chi-square statistical analyses have been done to establish the existence of statistically significant associations between these sets of categories. (KR)