To determine the current status of science education within special education school programs for students with mild disabilities, survey data were collected from over 300 teachers. Analyses focused on whether science was in fact being taught and, if so, the amount of instructional time devoted to it, the curricular basis and teaching approaches being used, and the training backgrounds of special education teachers. Many teachers (42 percent) reported having had no training of any type in science education methodology. Insufficient materials and time were cited as the major hindrances to inclusion of science education in special education settings. Almost half the teachers were found to be using a combination of instructional strategies such as textbook learning and hands-on activities; the hands-on approach was found to be much less common in special education classes. Results are discussed in terms of their implications for students with disabilities and possible directions for future research and practice. (Contains 15 references.) (PB)