This study seeks to identify the reasons for the decline in science fair participation, ascertain educators' views on the value of science fair as a curriculum tool to teach state science standards and assess the importance and relevance of science fair in today's science curriculum. The Ohio Academy of Science (OAS) provided state data showing the downward trend with 4,886 students participating throughout the state in 2001 and falling to 2,669 in 2015. Both the state and OAS science standards are modeled after the Next Generation of Science Standards set forth by the National Resource Council. This inclusion of science fair in the science curriculum fulfills the requirements set forth in the current Ohio Learning Standards in Science comprising project-based learning and 21st Century Skills. With the current standards changing to reflect all objectives and pedagogy of a correctly modeled science fair, it was surprising to see a decline rather than an increase in science fair participation. A survey was constructed to find why science fair was on the decline and not being implemented, to determine if educators valued its worth, what they perceived necessary for a successful science fair, and if science fair satisfies the state standards. The salient findings of the District 15 survey mirrored those of the state and district in participation rates. The results also showed educators placing a high value on science fair along with identifying obstacles that impede its enactment. The leading obstacles are lack of time and finances, too much emphasis on testing, too many teaching duties, and unfamiliarity with its implementation. This study also offers a practical solution to the major concerns of educators regarding the implementation of science fair. [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.]