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The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students ' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation compares and contrasts iriews that children and,scientists have on several aspects of glaciation in New Zealand. Individual interviews were conducted with 37 students during which they observed colored photographs of various, well-known New N \ Zealand landforms (including scenes of the Tasmah glacier and Milford Sound, a glaciated landform) and described what they-saw. Questioning en directed toward eliciting their ideas concerning. processes behind the two glacier pheromena. Sample responses are presented related to such ggestions as: What is.a glacier? Do/glaciers move? What is the depth of glacial ice? What is a moraine? How did Milfor