A survey was conducted to determine the needs of elementary teachers with respect to the teaching of science. Areas addressed in the survey included: biological, physical, and earth science topics taught at various grade levels; criteria used to select sequencing and content of the science curriculum; most common methods of instruction used in the teachers' science classroom; process-based national curriculum projects used in the last 2 years of science teaching; factors that would be most helpful in improving science instruction; areas that hamper science planning/instruction; time required by state guidelines per week; time required/suggested by school district per week; average time of science instruction per week; adequacy of science instruction in teachers' schools; and science program/curriculum in use. Each of these areas is discussed in terms of six demographic variables, namely: (1) grade levels; (2) years of experience in teaching; (3) size of school district; (4) region of the United States; (5) type of residential setting; and (6) college degree(s) held. Findings, among others, indicate that few teachers are using the process-oriented curricula developed during the 1960's and that instruction is fact- and concept-centered rather than process-oriented. Recommendations for in-service workshops are made based on these and other findings. (JN)