This article examines some science curricula at the primary, secondary and tertiary levels of the Jamaican education system. It considers these curricula in light of a perceived need for improving the content base of teachers in specific disciplines. Students' and teachers' misunderstanding of some pivotal science concepts is identified as a root problem associated with low achievement in science at the secondary level. Strategies which have been employed over the last decade for improving performance in science are mentioned and concerns are noted. Based on teaching experiences, research findings and theoretical considerations, the process involved in re-examining science content for teaching is considered. This forms the basis for recommendations to address content needs through science education curricula.