Some researchers have begun to investigate students' attitudes toward science and their scientific attitudes as possible effectors of students' scientific achievement. In this study both of the aforementioned factors are examined by administering the Test of Science Related Attitudes (TOSRA) to 35 sixth grade students, 21 seventh grade students, and 34 eighth grade students. Comparisons made between male and female students, black and white students, and students from grades six, seven, and eight revealed that there are numerous instances where a significant difference exists between each of the corresponding groups. These results combined with recent research findings suggest that students' attitudes do indeed effect classroom performance. This suggested that through the use of innovative teaching methods, hands-on instruction, and enthusiastic teachers much can be done to change students' attitudes. The TOSRA instrument is appended. (ZWH)