This study compared the performance of grades 7 and 8 students exposed to the Jamaican Reform of Secondary Education (ROSE) Programme with the performance of their nonROSE peers on three tasks. Students were selected from all-age, comprehensive, and traditional high schools. Also sampled were 53 ROSE science teachers and 5 science teacher trainers. Five instruments-a science achievement test, an attitude to science questionnaire, the Cooper-Smith Self-Esteem Scale (1967), a science teacher questionnaire, and a science teacher trainer questionnaire---were used. The results showed that grade 7 ROSE and nonROSE students had similar science knowledge, attitudes toward science, and self-esteem. Among grade 8 students, however, although ROSE and non ROSE students had similar science knowledge, nonROSE students had significantly better attitudes toward science while ROSE students had higher self-esteem. When the mediating variables of gender, school location, and school type were controlled, the findings were mixed. ROSE teachers and teacher trainers had different perceptions about how effectively they performed their roles, and this constituted one of the impediments to the effective implementation of the ROSE science curricula. The implications of the findings are discussed.