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The objectives of this investigation were to synthesize research related to SAE program quality, identify areas of deficiency, and to develop a model for conducting research related to SAE program quality. Overall, research in this area is primarily descriptive, survey, non-programmatic, and empirically deficient. Findings revealed that no standardized criteria exist by which to measure SAE program quality. Teacher attitudes and past SAE experience strongly influence SAE program quality. However, the number of teachers with high school SAE experience as students is declining, emphasizing the need for teacher educators to provide pre-service and beginning teachers with SAE instruction. Also, due to changing curricula and diverse student populations, school-site lab facilities are essential. Future research in this area should be directed toward determining the empirical value of SAEs; effects of SAE program type and quality on student achievement; influence of learning styles on SAE program effectiveness; effective teaching methods for SAE instruction; role of classroom instruction on SAE program quality; effects of SAE programs as experiential learning sources for problem solving methods; factors contributing to program quality; criteria to evaluate program quality; lab facilities needed to address student diversity; and SAE program needs of rural, suburban, and urban students.