In this article, Professor Rogers suggests some of the changes which many college and university scientists would like to see made in the pattern of secondary-school science instruction. In discussing the objectives of high-school science teaching, he suggests that an understanding of the nature of science is of the utmost importance, both to the future scientists and to the future non-scientist. He points out that teach ing of scientific facts and principles in general courses in science should be severely curtailed, and that education along the lines of scientific thinking is beset with grave difficulties. He concludes his article with three specific, practical suggestions to high- school science teachers which should help them move in the directions which he has suggested.