Over the past five decades, there have been a countless number of science-oriented programs that were viewed on television. In the last two decades, research has blossomed on informal science teaching, effective informal science teaching techniques, and the ideal environments for increasing science literacy in informal educational settings. This study explores who watches television, why they watch television, and the educational effects of television. One section of this paper explores the history of science on television and viewers' perceptions of that programming. Findings suggest that science and educational programming are not reaching vast numbers of the population, that people can and do learn from television even though learning is not their primary motivation, and that viewers do not relate well to scientists as they are portrayed in the media. Recommendations for increasing the effectiveness of television as a learning tool in science include incorporating realistic science content into popular television programming and involving the public in discussions about why science is important. A single Appendix is attached; discussing research methods in television program evaluation. (Contains 95 references.) (DDR)