Experimentally evaluated were the merits of a case history and a current reading materials approach to a college general education science course with regard to facts and generalizations, methods of science, and scientific attitudes examination scores. In the experimental treatment, the nature of science and scientific research and other course content were presented through case histories. In the control treatment, scientific facts and generalizations were presented through semipopular current readings. The course content in both treatments centered on atomic-molecular concepts. Both treatments utilized lecture-discussions and paperback books during the twelve-week experimental teaching period. Students were randomly assigned to treatments. Respective sample sizes were ten students each (Spring, 1958) and nineteen students each (Fall, 1958). Three tests developed and used as pre- and post-tests were "Test of Scientific Information" (TSI), "Test of Scientific Methods" (TSM), and "Test of Scientific Attitudes" (TSA). It was concluded that the evidence favors the use of scientific case histories to enhance the teaching of science at the college level in those areas of achievement referred to as the methods and attitudes of science. (RS)