Perspectives are provided on an historical and current analysis of the science curriculum movement. The overview specifically focuses on the curricular patterns of the 1960s which emphasized science instruction for the elite. Suggestions are proposed for defining characteristics that are essential in making a "science for all" approach effective. These suggestions include: (1) elite science education must be confined to some upper level of schooling; (2) science must be re-examined and recognized as a very varigated source of human knowledge and endeavor; and (3) clear criteria must be established for selecting the science that is to be the learning of worth with consideration given to the application of science and the excitement and power of scientific knowledge. Projects and programs in selected countries, such as New Zealand, the United States, Thailand, and Britain, are discussed as they reflect a "science for all" approach. (ML)