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Analyzed in this study was whether changes in teaching style, in a direction in keeping with the rationale of the Science Curriculum Improvement Study (SCIS), would occur as a result of an inservice training and implementation program. Instruments used in the study included the Test on Understanding Science (TOUS) and the Scientific Attitude Inventory (SAI). The Flanders' system of interaction analysis was used to measure the change in tactics of teaching. Analysis of observational data showed significant differences between pretest and posttest measures. The trend was toward increase in student participation and decrease in teacher domination. The conclusion was drawn that teaching style, as defined in the study, was modified. Since teachers became less direct in the tactics employed in the classroom, developed a better understanding of science, and improved their attitude toward science, the direction of modification was considered in keeping with the SCIS philosophy and rationale. (Author/EB)