DISCUSSED IS THE DEVELOPMENT AND TESTING OF BRAILLE-TYPE SCIENCE SYMBOLS FOR BLIND SECONDARY SCHOOL SCIENCE STUDENTS. A REVIEW OF SECONDARY SCIENCE TEXTBOOKS, STATE SCIENCE SYLLABUSES, COURSES OF STUDY, AND VOCABULARY LISTS WAS USED TO IDENTIFY 50 IMPORTANT RECURRING SCIENCE TERMS. THE TERMS WERE SUBMITTED FOR EVALUATION TO UNIVERSITY SCIENTISTS, SCIENCE EDUCATORS, AND SPECIALISTS IN THE TEACHING OF BLIND CHILDREN. MEANINGFUL SYMBOLS WERE DEVELOPED FOR 32 OF THE TERMS, AND SYMBOL REVISIONS WERE MADE ON THE BASIS OF A PILOT TEST WITH BLIND CHILDREN. THE ABILITY OF BLIND CHILDREN TO DIFFERENTIATE BETWEEN SCIENCE SYMBOLS AND BETWEEN SCIENCE SYMBOLS AND REGULAR BRAILLE SYMBOLS WAS DETERMINED THROUGH THE USE OF A SERIES OF CHECKER BOARDS ON WHICH STUDENTS MATCHED THE SYMBOLS INSCRIBED ON THE CHECKERS WITH THOSE ON THE BOARD. AVERAGE STUDENTS HAD LITTLE DIFFICULTY DISTINGUISHING BETWEEN DIFFERENT SCIENCE SYMBOLS AND BETWEEN SCIENCE SYMBOLS AND BRAILLE SYMBOLS. INTELLIGENCE AND EMOTIONAL STABILITY WERE SIGNIFICANTLY RELATED TO STUDENT PERFORMANCE. TEST PERFORMANCE GENERALLY IMPROVED WITH PRACTICE. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING (40TH, CHICAGO, FEBRUARY 24, 1967) AND WAS PUBLISHED IN "SCHOOL SCIENCE AND MATHEMATICS," VOLUME 67, NUMBER 5, WHOLE 592, MAY 1967. (AG)