Throughout the history of Caribbean education there has been a struggle to initiate and maintain science in the school curriculum. At first, science education was conceived as strictly utilitarian, necessary for producing people in the trades. That same stance however made it more difficult for science education to gain its rightful place in the training of the young. Some change has occurred in the past 20 years or so, but to many science educators these have done very little to enhance science in the curriculum. Indeed science seems to enjoy a lower status in schools than many other disciplines. The reasons are many: poor teaching, inadequate resources, teachers insufficiently prepared for the dynamic teaching/learning transaction, learners with negative attitudes.