At the middle and elementary school levels, cultivating an interest in science has been considered an important goal. The primary aim should be to foster a desire for participation in science courses and activities. Research results suggest that schools do not provide a curriculum that supports science interests, and student attitudes toward science are increasingly negative. It was noted that students are seldom permitted to have input into determining science curriculum or the order in which topics are studied. This exploratory study was to examine upper urban elementary students regarding: (1) the degree of interest in exploring science issues; (2) student-indicated interests in science; (3) the extent to which students have input in selecting topics or projects for science classes; and (4) what science activities are of most interest to them. The findings indicated that a large proportion of the students expressed interest in studying science, exploring science issues, and studying topics of the human body, astronomy, animals, heredity, and electricity. Two-thirds of the students reported they seldom or never had input into the selection of class projects or topics. Included are tables showing student responses in percentage form and a list of references. (RT)