The results of a 3-year study on the relationship between teacher emphases and student outcomes in mathematics and science at the secondary school level are presented in this report. Specifically, the study sought to determine the goals for mathematics and science which teachers of these subjects emphasize; the similarities and differences in attitudes toward and performance in mathematics and science by male and female, minority and nonminority students; and the possible link between teacher goals and student-level outcomes. Results showed that teachers in the study (N=133) often seemed unclear on how they could translate their overall goals into strategies that would prove effective for diverse students. The minority students in this study expressed favorable attitudes toward mathematics and science but performed more poorly in those subjects than did their nonminority counterparts. It is recommended that future research attend to the range of factors in the classroom and in settings beyond that context, that make the outcomes for minority students quite different from those that are obtained by other students. Research on goals is also advocated. Appendices include the instruments employed in the study. (ML)