In an effort to contribute information for science teachers and curriculum developers in Maine, this study generated base line data on 4th, 8th, and 11th grade students' knowledge of marine science and natural resources principles in relation to the Gulf of Maine. Five concept maps representing 15 major content principles were developed. Two hundred twenty-six students from 12 schools in Maine were interviewed on marine science, natural resources and decision-making concepts and principles. Student knowledge was then classified according to correct concepts, missing concepts and misconceptions. Similarities and differences between the three grade levels were analyzed and compared to results of the Maine Assessment of Educational Progress in Science. The results indicated that the students in the sample did learn a few basic marine and natural resource concepts in the elementary grades, but that there was little further assimilation of new concepts or differentiation of existing concepts as students progressed through the grades. The results are discussed with regard to possible implications for future marine science curricula. (TW)