The Environmental Studies Center Outdoor Science program should represent a continuation of the county science curriculum. However, science teachers were insufficiently involved and generally unprepared to conduct effective classroom follow-up activities with students upon returning from outdoor field excursions sponsored by the Environmental Center. Linking field learning and outdoor experiences to practical problem-solving situations was paramount to attaining effective follow-up classroom activities. The project targeted seven sixth-grade science teachers to participate in an Outdoor Science Lab Enhancement Program. The program was developed to fill the gap resulting from the lack of continuity between field experiences and classroom learning. Through a series of mini-workshops and on-site visitations, the seven science teachers showed an increase in class time devoted to outdoor lab follow-up activities within the classrooms. Teacher scores on an Inservice Skills Inventory showed that teacher abilities to conduct follow-up activities improved. Scores obtained from the Teacher Involvement Survey showed that teachers' attitudes toward follow-up activities improved. (Appendices include 14 references, diagnostic information, test results, and materials generated by teachers as a results of participating in the Outdoor Science Lab Enhancement Program.) (Author)