It is often claimed, by science teachers at least, that whatever else science teaching in the future will consist of, it will certainly be representative of all science in mood and temper even if not in data presented. It will be taught to all students at the primary and secondary levels, be they girls or boys, be they intelligent or unintelligent, and it will employ fully the best talents of the most gifted. Education today is obviously a complex and difficult task and is being made more difficult by rapidly changing emphasis on what should be learned, by even more rapidly evolving methods of communication, by increasing and mistaken insistence that the fruits of secondary education are a certificate of "work worthiness", by exponentially increasing costs, and by confusion about aims and ideals. It is against a background of this kind that the science teacher of today must prepare himself and the community to meet the needs of science teaching tomorrow. So that there will be no doubt about the nature of this background the author proposes to consider briefly the problems of science education as a part of secondary education. [This article was first published in "Australian Science Teachers Journal" v8, n3, Nov. 1962.]