Abstract. The National Science Teachers Association guidelines for preparing science teachers emphasize competent science safety knowledge. Best Practice dictates increasing the amount of student-centered hands-on science instruction which also increases the possibility of accident, especially in the classrooms of uninformed or untrained teachers. Phase I of this study sampled the science practice and classroom safety knowledge of a cross-section of K-12 science teachers in South Dakota to ascertain if teachers are aware of and trained in safe science practice. And, are the teachers who are trained in science safety practicing those procedures when they teach science? This study's data show that this may not be the case. Subsequent to this study, an analysis of the results from the safety survey will inform the design of a safety training certificate program for pre- and in-service teachers in South Dakota with the intent that teachers, once informed will practice science more safely.

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