This study was designed to identify the variables that are the strongest predictors of elementary school science achievement in selected schools in the Republic of China. Thirty-eight schools (2950 students) were selected for the study and were representative of large and middle size schools throughout the country. Variables investigated included: (1) student characteristics (age, sex, parental education and occupation, Chinese achievement grade, mathematics achievement grade, and science achievement grade); (2) teacher characteristics (whether the teacher had special inservice training or not); and (3) school size. Grades three, four, and five were involved. Findings indicated that home background accounted for 9-13 percent of the variance for science achievement, scholastic ability added about 20-30 percent to the variance, and previous science achievement contributed about 10-15 percent to the explained variance. Summaries are provided for each grade investigated. Appendixes include a sample science test and test guide translated from the Chinese version and extensive matrices of all variables, as well as an extensive bibliography. (ML)