This article aims to: (1) improve novice and experienced science teachers' understanding of contemporary pedagogical research, its value in improving classroom practice, and how to effectively communicate this in an interview; (2) improve administrators' interviewing practices so that exemplary candidates stand out from other candidates; and (3) improve science teacher education programs so that their preservice teachers become exemplary science teachers. Research is cited that explains and describes exemplary science teaching, exemplary science teacher education programs, and identifying exemplary science teachers. Thirteen productive interview questions are provided with sample answers from a solid candidate and a dubious candidate. Also included is a chart of the components of a research-based rationale for teaching science, lists of desirable teacher and student attributes, and a discussion of the implications that these points hold for science teacher education. Contains 54 references. (DDR)