Previous research has shown that elementary education majors often dislike science and lack confidence in their ability to teach it. This is an important problem because students who hold these attitudes are likely to avoid teaching science or teach it poorly when they become teachers. It is therefore necessary to identify preservice elementary teachers who hold negative attitudes towards science and attempt to convert these attitudes to positive before they become teachers. This study was designed to identify students whose attitudes had changed from negative to positive (i.e. attitude exchange had occurred) after participating in a one-semester elementary science education course and to identify the course factors that were responsible.