The purpose of this study was to compare graduates of the Undergraduate and Post-Degree Programs in secondary school science at the Ohio State University, with respect to their attitudes toward the use of inquiry activities, use of inquiry activities in the classroom and the use of effective classroom management practices. Teacher characteristics and contextual variables which were related to these attitudes and practices were also identified. The sample consisted of 51 graduates teaching full-time in the United States who received teacher certification within five years of the study. Results indicated significant differences between the undergraduate and post-degree graduates with respect to their attitudes toward inquiry. Post-Degree Program graduates held more positive attitudes toward inquiry-oriented laboratory preparation. No significant differences were found between the two groups in their use of inquiry or effective management practices. Teachers rated high in their use of inquiry were more likely to be perceived by students as having positive student-teacher relationships and using effective management practices. In addition, these teachers felt they had no discipline problems and worked with administrators who provided sufficient support for discipline and instruction. Extensive appendices include program descriptions, study instruments and questionnaires, a table showing means, standard deviations, and number of cases for all variables, and a correlation matrix for all variables. (ML)