Reported is a study to identify classroom practices of teachers using three new junior high school science curricular programs. Data from a 36-item student perception instrument, the Student-Teacher Participation Checklist (STPC), were obtained from a sample of 493 students. The teachers of these students were participants in a National Science Foundation teacher training institute. The STPC was based on four areas of agreement identified in the three curricula under study: the Earth Science Curriculum Project (ESCP), Introductory Physical Science (IPS), and the Intermediate Science Curriculum Study (ISCS). The areas of agreement were: (1) materials are student-oriented; (2) use of textbooks; (3) the materials are structured for individual and small group participation; and (4) the teacher's role is that of a resource person. The practices identified were: (1) the teacher's role, (2) the students' participation, (3) the textbook and its use, (4) laboratory preparation, and (5) laboratory participation of the students. The results of the study indicated that students perceived their teachers performing toward the desired goals of the curriculum. Seven specific practices were identified as standard for the classrooms used in this study all favoring the rationale and philosophy of the programs under study. (Author/EB)