The tendency to view science as specialized and inaccessible is common. As a result, many people do not persevere in trying to understand it. Although administrators give it a nod in terms of being important, they often see it as something for students who have certain kinds of intelligence and, unlike reading, accept less-than-deep understanding of science by everyone else. Although science does involve some unfamiliar patterns of thinking, these are patterns everyone can learn--to their own benefit and that of their students. The answer is not just good teaching. Research shows that traditional instruction has little effect on deep understanding. Students need the opportunity to grapple with concepts by thinking about their present ideas, comparing and contrasting them to different models or explanations, considering the evidence for each, and eventually accepting the explanations that are most powerful in explaining the evidence. Probably the most important step to making science accessible to all students is to believe that all learners can learn to think better in science. This starts with principals and teachers. If they discover the power of science, they will consciously and subconsciously do more to help students discover that power. (Contains 1 resource.)