You may have said the same thing to yourself or a colleague at some point. I have. The response that I received was, “I don’t know. Google it.” After an eighth of a second, my monitor screen is filled with four million query results. Oh, never mind. To gain an answer to the above questions and others, I recommend Judith Light Feather and Miguel Aznar’s Nanoscience Education, Workforce Training, and K-12 Resources for your bookshelf. Some chapters are worth reading in their entirety but about half of the book is devoted to synopses of current nanotechnology programs focusing on informal education and outreach, curricula for students in kindergarten through high school and training programs at community and technical colleges. Programs within the United States receive the most attention but the book does describe programs in other countries. The authors provide ample citations and a detailed table of contents, listing the title of each program synopsis. It is up to date, easy to read and reasonably priced ($49.95 retail). Brief biographies of the authors describe their extensive experiences in national and international education efforts focusing on nanotechnology. Ten other scientists and educators contribute to various chapters. The book is divided into five sections. The first section, Foundations, begins with a typical introduction describing nanotechnology with a justification of why young students should learn about it. This material will be familiar to most nanotechnology educators. The second chapter was perhaps the most interesting to me because it focuses not just on nanotechnology education but the policy of U.S. education in general. The chapter’s first subheading describes the situation succinctly: “The complexity of our education system is not easily penetrated.” It describes the roles of different federal, state and local government agencies at the K-12 and university levels and education funding sources. The authors clearly express the frustration that many educators feel when trying to introduce new ideas into the educational system. The third chapter, “Students are Shifting the Paradigm,” is a mix of pedagogical studies involving today’s generation of students and a few summaries of existing K-12 programs around the world. The programs included in chapter 3 are noteworthy because students initiated them “from the bottom up,” so to speak. Faculty looking for ideas of nanotech education programs should look here as well as in later chapters. The final part of the Foundations section was a trio of biographies of Richard Feynman, Richard Smalley and Leon Lederman, each a Nobel Prize winner in physics, chemistry, and physics, respectively. The authors highlight how the Nobel Laureates can serve as role models for students and teachers. The excerpts from speeches and biographies illustrate that the scientists were very interested in sharing their knowledge and experiences to promote learning. The biographies are informative and provide details that were new to me. While all the information in the Foundations section is worth reading, its central theme was not clearly presented. Section II, Teaching Nanotechnology, introduces the reader to a series of questions about technology know as ICE-9 (Identity, Change and Evaluation). These are questions to ask students. Answering these questions requires knowledge of nanotechnology and encourages students to draw from their own experiences using all types of technology. In addition, students must think critically to arrive at their answers. To make chapters more interesting and