The objective of this study was to compare data on preservice and inservice elementary teachers' attitudes toward science and science instruction. Four attitudes were assessed: (1) science as a male domain; (2) science usefulness; (3) confidence in teaching; and (4) effectance motivation (liking of science). These measures were selected since they have been shown to be related to sex differences with respect to science/mathematics enrollment and achievement. Attitude measures were administered to preservice teachers (N=48) during their senior year in college and to inservice teachers (N=77) in a southern Pennsylvania school district. Independent variables included levels of professional status (preservice/inservice), grade levels (preschool/2nd, 3rd/4th, 5th/6th, no preference), levels of instructional importance of science (high/low), sex (male/female), and levels of science courses taken in college (none, 1/2, 3 or more). Data were analyzed using multivariate analysis of variance, Duncan's multiple comparison test, and Tukey's HSD multiple comparison test. Significant differences were found for the main effects of professional status, science instructional ranking, and sex; and also for the interaction effects of professional status x college science, science ranking x sex, and science ranking x college science. Tables, references, implications, and recommendations for further research are included. (Author/JN)