This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3) attitude toward physical science, and (4) attitude toward student self-directed study. The research sample consisted of 95 elementary education majors enrolled in four sections of chemistry, a required physical science course. The control groups (two sections) experienced the teacher-directed method; the experimental groups, the student-directed study method. All had the same topic outline. Data to test null hypotheses formulated were obtained from: (1) a physical science content test, (2) the Processes of Science Test, (3) a science inventory directed toward student's attitude, and (4) a student self-directed instruction inventory used to evaluate student's attitude toward this teaching method. The research design was modeled according to the Solomon Four-Group Design. One-way and two-way analysis of variance were used. No significant differences between means existed in content tests at pretest, but at the time of the second posttest the experimental group was favored. The control group showed a more positive attitude toward self-directed study in the posttest. (Author/EB)