Fifteen Teacher Education and Computer Centers (TEC) were funded by the California State Legislature to provide staff development services to teachers and administrators in all areas of the curriculum, but especially in mathematics, science, technology, and other curriculum areas in which there are significant shortages of teachers. This paper presents an analysis of the mathematics and science staff development activities conducted by the TEC Centers. Included are discussions of (1) the dimensions of mathematics and science training; (2) the extent and nature of TEC mathematics and science training; (3) the pattern of training over the last three years; and (4) suggestions for increasing mathematics and science staff development. Sources of information included site visits, interviews, a survey of services, document analysis, and use of database records of training provided. In 1983-84 the TEC Centers provided very little training in mathematics and even less in science. Five reasons for this appear to be: lack of client demand; higher priority in other areas (computers, instructional supervision, methodology); lack of qualified trainers; lack of resources; and insufficient time to develop a plan. Six suggestions and additional comments on teacher retraining are also included. (MNS)