Robert E. Yager is professor of science education and director of the Science Education Center at the University of Iowa, Iowa City 52242. He holds a B.A. in biology from University of Northern Iowa, and an M.S. and a Ph.D. in physiology from the University of Iowa. He has directed 100 NSF institutes and special projects, authored 200 research reports, and served on numerous committees, task forces, and boards. He received NABT's Special Citation for Leadership in 1970, NSTA's Robert H. Carleton Award in 1977, and an Iowa Science Teacher's Outstanding Service Award in 1977. He has served as president of several organizations, including NABT (1970-71), and is currently president of NSTA. Each historical period is unique, but some are more significant than others in affecting the future. The current time for biology education is indeed unique and appears to be one of those signficant points where the future of the discipline is endangered. There is urgency in the problems that confront us-urgency that causes many to describe the current situation as one of crisis. But, a crisis can be a turning point. Action can be taken to use this turning point to benefit the profession. Or, lack of action can result in a downward spiral and further deterioration. A greater understanding of our problems-perhaps the reasons for them-can assist us in controlling change and revitalizing biological education. This article is divided into three major sections. The first is a review of biology education for the past 32 years. The 1950 starting point is not an arbitrary one; the changes that followed were far more significant than any that occurred during the preceding three decades. During these three decades (1920-50) biology became a common offering in American secondary schools. The second section of the article deals with the results of one of the most costly and elaborate educational assessment programs ever undertaken in the U.S. The assessment began in 1976 as a response to major criticism and concern for the great public support of science education which followed the launching of the Soviet Sputnik in 1957. The third section is an attempt to identify solutions to problems and to plan for the year 2000. The historical perspective from the first part and the data provided by the assessments in the second part are used in seeking solutions for the remaining years of this century.