This paper focuses on the potential value of cultural myths in maintaining the notion of science for all through educational reform. Cultural myths are defined as networks of beliefs and values, and they have the potential of influencing science and science education. Not until recently did educators realize the importance of myths and their influence on the discourse of school science. Four different cultural myths are explored: (1) scientific literacy is a necessity for all U.S. students; (2) it is possible to have a universally shared vision of scientific literacy for all students; (3) females and minorities and science; and (4) current reform rhetoric calling for "science for all" reflects the swing of the proverbial education pendulum. (Contains 35 references.) (YDS)