The primary purpose of the investigation was to determine if any attitudinal change toward science occurs in college freshmen during enrollment in selected introductory science courses. Relationships were also sought between: (1) scientific attitude on entering college, (2) enrollment in a course or in no science course, (3) sex of students, and (4) academic ability. The Omnibus Personality Inventory and the Theoretical Orientation (TO) Scale were used as instruments in the study. Subjects were divided into four groups for analysis: (1) students taking a biology course, (2) students taking a psychology course, (3) students taking both of the above, and (4) those taking no science course. An analysis of covariance was performed using as covariates the TO pretest score, the ACT Natural Science score, and the ACT Composite score. No statistically significant change in TO attributable to the courses was observed between sexes. Males scored significantly (.05) higher on TO than females. Students in the psychology or either science course scored higher on both ACT scales than those taking no science. The results of the analysis were in agreement with findings of other studies in this area. (Author/EB)