A recognized correlate of student success in science classes is the use of teaching strategies that are learner-centered and goal-oriented. Research has shown that several practices in particular are associated with increased student achievement and with developing scientifically literate students. The focus of this paper is on scientific literacy and some of the instructional strategies that have produced gains in students' achievements. Findings are presented related to: (1) current practices (citing the descrepancy between research suggestions and actual practice); (2) effective instructional systems (explaining mastery learning and the personalized systems of instruction); (3) effective instructional strategies (highlighting the benefits associated with the use of preinstructional strategies, focusing, questioning, wait time, manipulatives, altered materials, and testing); (4) new directions (enumerating conditions that promote scientific literacy); (5) effective science teachers (offering suggestions for improved teaching); and (6) scientific literacy (identifying the characteristics of a scientifically literate person). Also included are separate and expanded descriptions of the procedures and merits of set induction and wait time. (ML)