This report is based on inspections of science in primary and secondary schools carried out between September 2000 and March 2004. In addition to schools inspected as part of the generational cycle, HMI also visited other primary and secondary schools to observe and describe aspects of best practice. The report also draws on other major sources of evidence about pupils' attainment, including results of examination awards from the Scottish Qualifications Authority (SQA), the Assessment of Achievement Programme (AAP), the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The focus of this report is action for improvement. The starting point is the existing good practice which many schools are using to strengthen pupils' learning and to raise achievement. A number of previous reports have identified strengths and areas for improvement in aspects of science provision. In particular, this report builds upon the earlier HMIE findings in "Effective Learning and Teaching in the Sciences" (1994), "Improving Science Education 5-14" (1999) and "Standards and Quality in the Sciences 1995-2000" (2000). Particular questions addressed through the report include the following: (1) How good are attainment, courses, learning and teaching, ethos and leadership?; (2) Is there any evidence of improvement?; (3) What are the strengths of existing good practice?; and (4) Where is the scope for further improvement? Each section of the report identifies strengths and issues common to both the primary and secondary stages. Comment is made on features applicable to specific stages. The report also provides a series of prompt questions which schools should find helpful in evaluating and improving their own practice. (Contains 6 figures and 7 footnotes.)