A study was made to determine whether nurses apply scientific theories in rearing their children or whether social class values have more influence on their childrearing practices. Surveyed were 119 registered nurses whose educational levels ranged from a diploma to a doctorate in nursing; 62 percent of the nurses responded. A questionnaire was designed to gather demographic data and information about resources subjects considered most useful in childrearing, theoretical orientations used as guides in childrearing, and social class statements reflecting Weberian ideal types of lower, middle, and upper class individuals. Scientific theory orientations included growth and development, learning, cognitive, psychodynamic, and behavioral orientations; "non-scientific" theory orientations included parent effectiveness training, transactional analysis, theories transmitted by parents, religion, and common sense orientations. Findings indicated that the nurses tended to rear their children as they themselves were reared, rather than as they were taught in courses. Even with exposure to various theory orientations, the majority chose to rely on non-scientific orientations of common sense or religion. Growth and development was the most cited scientific theory orientation. In comparison with technical nurses, professional nurses were much more interested in the psychological growth of their children than in maintaining discipline. (Implications for teaching children of nurses are briefly discussed.) (RH)