The objectives of this study were (1) to assess the effects of teacher science support, as measured by the Science Support Scale (Tri-S scale), on student science support and (2) to gain normative data on the Science Support Scale as an instrument for use with high school students. Twenty-four 10th grade biology teachers were given the Tri-S scale at the beginning of the school year and then blocked into four groups that ranged from "high" to "low" support of science, with a class of each teacher randonly selected to take the Tri-S scale at the beginning and end of the school year. Data were analyzed by a one-way analysis of covariance, using the pretest as the covariate, to ascertain if varying degrees of teacher science support differentially influenced students' Tri-S scale scores. Cronbach's Coefficient Alpha was computed to obtain reliability estimates on pretest scores. Duncan's Multiple Range Test showed that students of teachers "low" in science support scored significantly higher than students of teachers "high" in science support. The reliability coefficient for the total score was .772. Student perception of meaning did not coincide with subscale meaning. The Tri-S scale does not appear to be an appropriate instrument for measuring science support among high school students. (Author/LS)