This study of a County in New York State gathered information about the means for teaching the intermediate science curriculum in middle schools. The study collected 43 surveys and conducted ten follow-up interviews with administrators responsible for curriculum. Data included the division of content among grade level, starting grade level, content order and teacher training. The data were analyzed across the districts and found an environment receptive to discovery-learning but lacking in cross-topic interconnectedness. It also identified a substantial need for science teacher professional development to complement evidence of serious intent by administrators to promote science teaching reform consistent with modern national curriculum goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]