This study was designed to assess the effectiveness of three treatments for encouraging and training prospective elementary science teachers in the use of inductive/indirect strategies in science teaching. Subjects were randomly assigned to one of four treatment groups: (1) Strategy Analysis Level - subjects were trained in science teaching strategy analysis using the Teaching Strategies Observation Differential (TSOD); (2) Modeling Level - subjects viewed video-tapes of model science lessons which represented inductive/indirect teaching strategies; (3) Combination Level - subjects received treatments (1) and (2); and (4) Control Level - subjects viewed films neutral to the treatments. Data were collected using the TSOD, the Elementary Science Activities Checklist (ESAC) and the Science Activities Attitude Sort (SAAS). Results showed that the Combination Group adopted a more inductive/indirect science teaching style than those subjects in the Control Group. Evidence is provided indicating activities that will significantly and positively affect the science teaching style and attitude of pre-service elementary teachers can be designed. (Author/MH)