Three schools in a suburban area were studied by using interviews, classroom observations, and surveys for both teachers and students. We focused on fourth grade in an elementary school, eighth grade in a middle school, and tenth grade in a high school. The goal of the study was to understand the science classroom environment and to propose changes in methodology. By looking at the results of the data and examining the research literature with respect to conceptual change learning, this article presents a summary of the teaching practices that are successful and those that are not. It is found that laboratory or "hands-on" activities are favored by students and that there is evidence in the literature that these types of activities can promote conceptual change when combined with discussion and reflection. In addition, students find topics more interesting when they have some relevance to their daily lives or experience. To combine enhanced laboratory teaching with relevant content, teachers need to be provided with opportunities to improve their knowledge base with respect to the scientific research process by having access to laboratory research experiences. A proposal is given for improvements in teaching methodology as well as teacher preparation in order to promote conceptual change learning.