The purpose of this study was to determine if there was any quantitative or qualitative evidence indicating a need for science curriculum review in aligning district outcomes with the New Hampshire State Science Frameworks. Also examined were such exogenous factors as teachers' perception, attitudes and background preparation pertaining to science instruction. Another component of the study was the evaluation of a Cross-Level Mentoring Program used to address weaknesses in the K-8 science curriculum of four schools that comprise District SAU #35 in New Hampshire. The subjects of the study were 41 K-8 science teachers employed by the district's four K-12 schools. It was determined that there was a statistical difference between teacher attitudes, behavior and perception in regard to science instruction. A quantitative/qualitative survey designed on a Likert-type scale was administered to the four schools in this study to determine any positive impact a mentorship program may have effected. Components of the CIPP Model of Evaluation were used to evaluate the mentoring program. This evaluation is mostly formative in nature and will not lead to summative conclusions until 2002. Analysis of the first part of the evaluation were positive, in that teachers participating in the mentoring program showed more confidence in their ability to instruct in the science content areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]