This study provides information about the biology and life science classroom teaching environments in Southern Alberta. Responses (N=53) to questionnaires sent to junior and senior high school teachers in rural and urban settings revealed information regarding school facilities, texts and reference materials, field trips, outdoor education facilities, academic background of the teachers, teacher interest in establishing a regional biology/life science teachers' organization, and interest in working with science education students in field experiences. Results evaluated by tabulation of response frequencies and calculation of means, ranges, and percentages are presented in 82 tables. Generalizations include: (1) urban teachers reported more specialized teaching assignments, larger class enrollments, and more science-related options available than did those in rural settings; and (2) laboratory facilities and the requisite instructional materials were better supplied to senior high school levels than to junior high levels, especially in urban settings. Other urban-rural and junior high-senior high differences are described. Several aspects of the classroom environment were delineated by the survey respondents as needing improvement. (Author/CS)