In 2001, the Australian Government released a report, commissioned by the then Department of Education, Training and Youth Affairs, entitled "The Status and Quality of Teaching and Learning of Science in Australian Schools" (Goodrum, Hackling, & Rennie, 2001). Its recommendations included actions to address raising community awareness of science and science education; issues about teacher supply and demand, initial teacher education, professional development and professional standards; resources; assessment; and increased national collaboration. The final recommendation was that, in five years time, there be a review of the quality and status of science teaching and learning, to assess the impact of a range of initiatives in the field, including actions arising in response to the report. To a large degree, this project to develop a National Action Plan for Australian School Science Education comprises that review, and it is timely. The National Action Plan 2008-2012 begins with an overview of the nature and purpose of science education to provide a context for the following section, the state of science education in Australia. Here, a synthesis of the findings is presented in three sections addressing students and the curriculum, teacher education for science and professional learning, and systemic and community relationships. A total of eight action areas are identified, relating to curriculum, assessment, resources, initial teacher education, professional learning, teacher supply and demand, systemic issues and community resources of science learning, and actions are recommended. Appendices are: (1) Acknowledgement of Contributors; and (2) Changes in Emphasis Required to Teach for Scientific Literacy. [For Volume 2, see ED511042.]