This article proceeds from the premise that one of the major reasons for the perceived crisis in science education is the failure of our colleges and universities to provide the type of preparation that precollege teachers need to teach science effectively. The perspective taken is based on many years of teaching physics and physical science to prospective and practicing teachers at all grade levels. The inadequacy of the present system of preparing teachers is examined and an argument is presented for offering special physics courses for teachers. Experience at the University of Washington provides the basis for a discussion of the type of intellectual objectives and instructional methods that should characterize such courses.