This survey was conducted to determine the status of the following aspects of science curriculum in the twelve states of Nigeria: (1) time allocation, (2) teaching methods, (3) textbooks, (4) syllabi, (5) teaching aids, and (6) evaluation procedures. A questionnaire was developed for this purpose. The sample consisted of 294 secondary schools, representatively chosen from the 588 secondary schools in Nigeria. The analysis of data revealed that one-ninth of the weekly class time was allotted for science teaching. All or nearly all children were studying science. The curriculum leaned heavily toward a teacher-oriented teaching program. The West African School Certificate Examination exerted a major influence in the adoption of teacher-centered, authoritarian teaching methods. Foreign produced textbooks were used in a great majority of the schools. Pupils' lack of adequate experience in primary school, inadequate equipment, and concentration on factual examinations were perceived as serious difficulties in teaching science effectively. Recommendations were made for improvement of the science education. (Author/PS)