The curriculum evaluated in this study is a series of innovative exercises offered as part of an introductory science course at Barnard College. It was hypothesized that students receiving the experimental treatment in the laboratory would show significant changes in cognitive achievement in environmental science and in their attitudes towards environmental issues. The two evaluative instruments designed for this study were a multiple choice test of cognitive achievement and a semantic differential attitude scale. The tests were administered as pretests to 83 participants in the experimental laboratory curriculum, to a control group of 36 Columbia College students who had the same environmental science lectures but different laboratory exercises, and to a second control group of 36 Barnard students who received no formal instruction in environmental science. The same tests were administered as posttests at the end of the academic year. An analysis of the data indicated that the experimental laboratory curriculum was successful in causing cognitive gains in environmental science. However, changes in attitudes towards environmental issues were not observed, either because of lack of such changes or due to a failure of the evaluative instrument. Other aspects of affective behavior were found to be influenced by the experimental treatment. (JR)