This paper discusses the results of a field study that attempted to answer questions related to science curriculum renewal in the province of Saskatchewan. The purposes of the field study were to obtain educators' reactions to proposals for change in the science curriculum, assess teachers' needs for science teaching, and determine the nature and extent of leadership and development required to improve the quality of school science in Saskatchewan. The sample population was selected from all levels of teachers and administrators in the province. Recommendations for the improvement of science education are included for: (1) science education goals; (2) a framework and organization for science education; (3) emphasis of science curriculum; (4) teaching of science; (5) evaluation of science learning; (6) science teacher support; (7) societal issues; (8) science teacher education; (9) common essential learnings; and (10) individual and group differences. Appended is "Dimensions of Scientific Literacy" from the framework for curriculum development (Saskatchewan) which identifies common factors in the goals of science education. This document includes discussions on the nature of science, key science concepts, processes of science, values that underlie science, science-technology-society-environment interrelationships and science-related interests and attitudes. (KR)