Although Christians comprise the majority of the population in the United States, they make up less than one third of the scientific community. This underrepresentation is attributed to the desire to avoid the secular culture in academia or self-selection due to a perceived incompatibility or belief in negative stereotypes of Christian scientists. Therefore, this study explores the association between teaching middle school science from an intentionally Christian worldview and student interest in science. Using enrollment and demographic data, along with Ohio State Test scores, this quantitative study examined the correlation between how long students received their science education from a Christian worldview at a middle school in Canton, Ohio and their interest in science as measured by their performance on the Ohio State Test in Science. The data fails to reject to null hypothesis of no association between the number of years a student was enrolled and their Science State Test scores. There were no significant correlations between these two variables. Also, there were no significant associations based on gender or grade level. Additionally, there were negative correlations found for some of the science subtopics for Black and Hispanic students, and general education students. However, there were positive associations found for both fifth- and eighth-grade students, mixed-race students, students with 504 Plans and IEPs, and gifted students in select science subtopics. The results of this study were limited by a small sample size, but as a first of its kind study, it indicates that more research is required. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]