The experiment was designed to study the effects of an instructional strategy on prospective elementary school teachers receiving a course in the modern concepts of physics. The study involved two classes, both of which were taught with the same teaching method. The concepts presented were different. Those considered as traditional content included topics such as speed, velocity, acceleration, and others normally presented in one quarter of general college physics. The second class discussed wave motion, relativity, quantum theory of light, and similar modern concepts. The instrument used to determine attitude of students toward science was a Purdue Master Attitude Scale, used as a pre- and posttest. A simple-randomized design and a Lindquist treatments by level design were used to test the hypotheses. There was a significant positive change in attitude of students who had received the course in which a modern physics content was used. No other significant differences were established. (Author/EB)