The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990, spring 1991, and summer 1991. The sample was homogeneous in American College Test (ACT) and College Basic Academic Subjects (C-BASE) test scores. The Science Attitude Scale for Preservice Elementary Teachers-Revised was administered to the population during the first week of classes. The independent t-tests for the total attitude scale, subscale for positive statements, and subscales for negative statements indicated no significant gender differences (p<.01). The rationale for no gender differences includes the homogeneity of the sample on ACT and C-BASE tests, the hands-on approach to learning stressed in the teacher education program, and the constructivist process used in several courses designed for the elementary teacher. (Author)