The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and transferability to many countries other than those in which the work was carried out. The Introduction, written by Donna F. Berlin, describes the evolution, mission, and goals of the International Consortium for Research in Science and Mathematics Education since its inception in 1986. The Introduction describes each of the 22 chapters within the 4 sections of the book: Culture and Science and Mathematics Education, Science Education, Mathematics Education, and Teacher Education. The Culture and Science and Mathematics Education section includes 5 chapters that focus upon multicultural aspects of science and mathematics education. Some authors describe intercultural and intracultural models for the teaching and learning of science and mathematics along with research. Other authors share specific projects and research related to multicultural aspects of science and mathematics education. Science Education is the second section in the book. Four chapters present innovative ways to improve science teaching and learning in grades K-12 along with evaluative research. Readers are presented with novel ways to use technology, the community, the environment, or textbooks to advance the teaching and learning of science as well as interesting research approaches such as complexity theory and reader response theory. Mathematics Education, the third section in the book, contains five chapters. Innovative mathematics projects and strategies for students in grades K-12 along with courses for prospective and inservice mathematics teachers that target advanced mathematical concepts are described along with evaluative research. Computational competency, problem solving, variable and modeling, technology motivated conjecturing and proof, and connections to science and pseudoscience claims are addressed in this section. The fourth and final section in the book is entitled Teacher Education. Although previous sections include chapters related to preservice and inservice teachers, the final section includes chapters whose primary focus is on science and/or mathematics teacher education programs. The final section includes eight chapters. Some authors focus upon the preparation of elementary or middle school teachers of science, mathematics, or science and mathematics using a variety of approaches such as phenomenological inquiry; Japanese Lesson Study; an inquiry-based, cognitive load, and teacher beliefs perspective, and technology-delivered content and pedagogical courses. A number of authors focus upon the use of action research as a powerful tool for teacher preparation and teacher enhancement to improve practice at all levels, K-12 and university. Although describing a variety of research and development efforts, the chapters in this book are united in a vision that all students deserve and must have the opportunity to become mathematically and scientifically literate. To realize this goal, the chapters in this book can provide valuable ideas to improve science and mathematics teaching and learning for students at different grade levels with diverse characteristics as well as preservice and inservice teachers. Interesting research questions that can be used to shape a productive research agenda for the future are suggested throughout these chapters. The educational insights culled from these chapters transcend national boundaries and can truly benefit a global community.