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In 1997, the Nevada Legislature enacted the Nevada Education Reform Act to implement standards-based reform in all academic subjects in Nevada's schools. The act required that both teachers and principals be engaged in the process. This report describes a study of secondary principals' and secondary science teachers' perceptions of the impact that the new science standards have had on six areas: (1) instruction; (2) curriculum; (3) assessment; (4) accountability; (5) professional development; and (6) supervision. Attention was focused on the instructional leadership activities of principals and what they did to ensure implementation of Nevada science standards. Data were collected through a questionnaire (analyzed using descriptive statistics and t tests) and telephone interviews (analyzed qualitatively through domain analysis). The sample consisted of 159 science teachers and 56 administrators. The results showed that perceptions of administrators and science teachers on the impact of Nevada science standards differed significantly in all six areas related to instructional leadership. Principals tended to view standards as having greater impact on curriculum and instructional practices than teachers did. Teachers and principals generally perceived that teachers, more than principals, are accountable for student achievement. Also includes a summary of questionnaire results in tabular form. (Contains 31 references.) (WFA)