The importance of educating people to live in our increasingly science- and technology-rich world is well established. Many institutions require students to take one or more courses in science. Some nonscience majors are intrigued by this opportunity, while others are less inclined to take science classes. This project used a mixed-methods approach to investigate students' attitudes towards science at the beginning and end of the course. Selected items from the Views on Science-Technology-Society (VOSTS) survey were used and interviews with selected students were conducted. Statistically significant changes in attitude were noted for items that were directly related to course content. (Contains 4 tables, 3 figures, 1 list, and 1 note.)