This study sought to infer dimensions of scientific literacy with regard to a theoretical definition for a group of science-oriented persons, for a group of nonscience-oriented persons, and for the two groups combined. Relationships between the inferred dimensions and the predictor variables, educational level, amount of science education, educational level of parents, age, and sex were investigated. A theoretical definition of scientific literacy was developed and used to develop a 45-statement Q-set. The randomly selected groups consisted of 75 university and 100 public science persons, and 75 university and 100 public nonscience persons. Participants were asked to sort the Q-set in terms of "What should be expected of most high school graduates with regard to science?" Descriptive statistics, correlations, factor analysis, analyses of variance, and regression analysis were used to analyze the data. Seven inferred dimensions of scientific literacy were developed: scientific inquiry, maintaining current awareness, valuing methods of science, personal application of science, distinguishing between science and technology, utilizing factual knowledge, and mutual involvement of science and society. (Author/MH)