To more effectively educate their students at Drury College in Springfield, Missouri, the authors developed a new, integrated science and mathematics curriculum (Deeds 1999) that emphasizes the nature of science and how we acquire scientific knowledge. To guide them as they build and refined these courses, they constructed a survey to explore student attitudes about mathematics and science. In this article they report the first results of this survey, which was administered to 249 nonscience majors as they began the new integrated curriculum, and to 121 freshman science majors. These results allowed them to examine assumptions often made about the gulf between these populations, and to check the pedagogical assumptions they mad in planning their curriculum. Perhaps of most importance, this survey enables them to determine how students’ initial attitudes compare to the outlook they hoped to help them develop.