The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for science literacy for nonscience majors are discussed. They used pre- and post-surveys (Likert scale), exam scores, and classroom assessments to examine the impact of this course on students. A final analysis shows that students made significant gains in science content knowledge, increased their confidence in learning science (content and experimental work), and increased their understanding of feminist analysis of science and science-related public policy. (Contains 1 figure and 1 table.)