For years, educators and researchers have seen teachers at all grade levels attempt to upgrade their grasp of physics, chemistry, and biology, from basic theories to complex material. Now, the pressure on schools and instructors to improve science instruction is likely to intensify, with approaching federal requirements on states to test students in science and for instructors to become "highly qualified" in the subjects they teach. In this article, the author presents Bill Robertson, a writer, one-time curriculum developer, and a speaker at a conference designed to enhance science teaching. Over the past few years, he has written a series of books aimed at encouraging K-12 teachers to enhance their understanding of science, on such basic concepts as sound, light, and energy. He states that teachers need to have a mastery of the fundamental principles behind the science they cover--not just an ability to recite facts.