Physical science curriculum materials designed to improve the attitudes of below-average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average-low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laboratory.