While there is general agreement that student attitudes toward science education are poor, there is little agreement in defining, measuring, or improving attitudes. The nature of how students relate to science rather than what they know about science is becoming an area of increased focus in science education research. This case study specifically addresses attitudes and perceptions within an experiential context. Middle school student perceptions of science education were investigated by looking at attitudes toward instructional variables and perceptions of the nature of science. Experiential education was considered as an approach to enhance attitudes and perceptions while improving students' understanding of science. This study analyzed 20 Upward Bound students' attitudes and perceptions. Core factors from four learning activities (a marine biology lab lesson, an agricultural science lesson, an estuary field trip, and a physics lesson) were identified by collecting multiple sources of student data and observations. Results include a collection of perspectives that distinguish between pre- and post-perceptions and attitudes, three themes of enhanced images of science and scientists, and a proposed model to improve student perceptions of the nature of science. (Contains 53 references.) (PVD)