Presented is a summary of the 1977-80 Project LEO studies, which focused on science teaching strategies and learning outcomes for disruptive elementary school children and on more refined application of the "student-structured learning in science" (SSLS) teacher behavioral pattern in secondary school science classrooms. Included within the results are findings that students studying science under SSLS conditions exhibit higher levels of problem solving ability, problem solving confidence, self-initiativeness, self-directiveness, verbal creativity, and positive attitude toward science and toward independent learning. In contrast, "teacher-structured learning in science" (TSLS) students exhibited higher levels of attention to the teacher, imitation of the teacher, copying other students, initiating interaction with the teacher, and disruptiveness. These findings and others are discussed, and implications for science education are explored. (CS)