For genuine and long-lasting improvement in science education to occur, teachers must be given the necessary and relevant professional development and resources needed. This paper discusses the shortcomings of traditional science inservice programs that do not provide the professional development needed by today's science teachers and argues that radical revisions of long-held views of science inservice training and teacher preparation are needed if schools are to turn the tide of ignorance and illiteracy that all too frequently characterizes U.S. students' performance on national and international standardized achievement tests. Topics discussed include shortcomings of traditional science inservice programs, state initiatives for restructuring the science curriculum, successful science professional development-what it is like and how to go about providing it, and implications to preservice teacher preparation programs. It is concluded that long-term, relevant, sustained, and high-intensity science professional development will have a positive impact on teacher performance and student achievement. Also included is information on Regional Collaboratives for Excellence in Science Teaching. (JRH)