Ability grouping is a contentious issue in high school science education, and one that divides teachers, parents, and policymakers alike. However, it may be that current grouping systems are founded on ideas that are failing to provide for the best interests of students at any ability level. This article aims to review current practice and its effects on student and teacher outcomes, and suggest a new direction for student grouping polices based on the ideal of "science for all" through curriculum reform and choice-based modular course systems. The article is based largely on the British education system.