This paper examines (in separate sections) professional problems, proposed solutions, current trends, and needed directions related to science, mathematics, and technology education in the United States today. Professional problems and related issues focus on students, teachers, curriculum, and college science education programs (the latter listing eight problems, such as an uncertainty about the goals of science education). Proposed solutions to these problems are outlined and discussed as related to curriculum and philosophy; and at the teacher, school district, business, community, university, government, and teacher education program levels. In addition to lists of characteristics of effective schools and of teaching competencies required by teachers of the future, the section on current trends points out several studies/surveys indicating, among other trends, that the desirability of a background in science or mathematics will increase and that, as the number of emergency teachers goes up, the quality of science/mathematics instruction will go down. Needed directions from several sources are outlined and discussed in the final section. Among these directions are those suggesting a new view of science education and measures for eliminating the disparity between salaries of science/mathematics teachers and their counterparts in industry. (JN)