Student behaviors associated with two sets of learning conditions in a fifth grade science program were investigated. The effects of student-structured learning of science (SSLS) and teacher-structured learning in science (TSLS) on classroom behaviors of the students were analyzed. Observational data of student behavior were collected daily by a team of observers using the SCAS Classroom Interaction Categories - Student Behaviors. The TAB test of inquiry skills was administered to the students at the beginning and conclusion of the study. The findings suggest that a non-directive approach to teaching elementary school science produces students who perform as effectively in the classroom as students exposed to a directive teaching approach. (Author/EB)