The purpose of this study was to investigate the relationship between dogmatism and the beliefs of preservice and inservice elementary teachers about teaching science. In 1974, 61 elementary education majors and 32 inservice elementary teachers taking science methods courses at Louisiana State University responded to 2 instruments after 13 weeks of instruction. Some of their many learning activities included teaching peers and practicing questioning skills. Form E of the Rokeach Dogmatism Scale was used as the dogmatism measure, and a revised questionnaire by Good was used to assess teacher beliefs about teaching science in the elementary school. Significant negative correlations were found between dogmatism and teacher beliefs. The results are consistent with the theoretical principle that high dogmatics are less able than low dogmatics to learn new beliefs. If one assumes that what a teacher does in the classroom is in part related to what he intends to do, then beliefs about teaching science and role perception are important. (LS)