In the first part of this chapter, the authors briefly review the notion of scientific literacy, emphasize its central focus in the PISA 2006 survey, highlight the overall test performance of countries and students, and make some observations about the results for policy makers and science educators. In the second part of the chapter, recommendations are put forward for improving the teaching of scientific literacy using a framework that transcends the different layers of educational systems by covering purposes, policies, programs, and practices.