The purpose of the study was to obtain information relevant to the practices, policies, and conditions related to the teaching of science in the public secondary schools. Subproblems investigated selected material characteristics, selected teacher characteristics as they related to science teachers, to the selection of specific learning activities, as well as selected administrative-environmental characteristics. The Beach Computer Program, developed at the Ohio State University, was used for the analysis of the descriptive data. Descriptive data presented included facts relevant to annual budgets for science programs; class scheduling, time and type of grouping of students; science facilities available; percentages of schools offering conventional and/or Science Course Improvement Projects (SCIP); and learning activities commonly used by the science teachers. Correlational analyses revealed that the variables which exerted a greater influence on the science teachers' selection of pupil-centered instructional activities included: (1) more schools offering SCIP courses, (2) more NSF Institute participation, (3) greater use of laboratory performance, and (4) greater satisfaction with science teaching. (Author/EB)