This paper has two major objectives. The first is to examine a broad "umbrella" goal for school science programs, commonly referred to as "scientific literacy," which has evolved in practice as a way to express a balanced formulation of the several legitimate and competing purposes for teaching science in schools. The second is to argue in favor of such a balance when goals for science education are being formulated and decided upon. Several areas are discussed as they relate to these two objectives. These include an examination of science curriculum content and intent (what students learn and why it is learned), seven curriculum emphases for science education (everyday coping, structure of science, science/technology/decisions, scientific skill development, correct explanations, self use explainer, and solid foundations), and how these curriculum emphases get into science programs. Other areas addressed include the logic of educational slogans and the diversity of interpretations given to "scientific literacy" between about 1960 and about 1980. Three suggestions concerning the curriculum policy debate, from the perspective of scientific literacy, are also discussed, (including problems of implementing policy changes). (JN)