This study investigated the extent of attitudinal change towards the teaching of science in elementary teachers (N=35) in Trinidad and Tobago during an activity-oriented science curriculum development workshop. The model used during the attempts to: (1) incorporate some aspects of science content development, manipulative hands-on experiences, video-taping, development of self confidence, teach-reteach methodology, and supervisor, peer, and self-evaluation strategies; and (2) to modify the teachers' affective, cognitive, and behavioral responses to elementary science teaching. Results obtained from a 27-item instrument (measuring science knowledge, use of science equipment, interest in science, and apprehension about science teaching) indicate development of positive attitudes in each of the four areas measured. The study shows that the model was effective in producing the desired attitudinal changes and strongly suggests the use of the model in attitude modification research among in-service elementary teachers. Objectives and activities for each day of the workshop are included. (JN)