The purpose of the Exemplary Practice in Science and Mathematics Education (EPSME) study was to identify high quality science and mathematics teaching, to document exemplary practice through case studies, and to investigate key characteristics common to exemplary teaching in different sites. This paper discusses the case studies which considered some of the cognitive and affective outcomes when two exemplary teachers taught their year 8 science classes over a period of approximately 3 months. Both teachers (one male and one female) were described as "exemplary" by their peers, in terms of subject expertise and teaching ability. Particular emphasis was placed on: (1) whether the teachers could influence students' attitudes toward science (indicating that the teachers did provide a classroom environment conducive to fostering positive attitudes); (2) students' intuitive views and inappropriate observations during a laboratory activity dealing with flotation; and (3) whether exemplary teachers were still exemplary when teaching outside their field of expertise (indicating that the teachers may not always bring about sound scientific understanding in students if they are called upon to teach outside their area of expertise). The classroom inventory scale used is included in an appendix. (JN)