This paper describes the Science Education Professional Development Project in Australia, charged with the development of a national strategy for enhancing professional development of science teachers. Interviews were conducted with senior policy officers, science teachers' associations and unions, and 80 science teachers in 12 secondary schools. Concerns were voiced about the status of teaching, teacher morale, and recent recruits into science teaching; a weak sense of professional community and professional standards; lack of career structure based on knowledge and skills; the changing basis of control over professional development and professional standards; the in-service education system; and the locus of authority over the professional knowledge base of teaching. Based on the interviews, a strategy was developed which included award restructuring, integration of professional and career development, and strengthening of the professional community of science teachers. Appendices present tables of contents listing professional development resources for science departments; and professional standards for the teaching of science: an exploration of what advanced skills science teachers should know and be able to do. (Contains 37 references.) (LL)