Relationships between perceived levels of classroom individualization and science‐related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science‐Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end‐of‐year attitude scores, beyond that attributable to corresponding beginning‐of‐year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.

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