Bruce Alberts (2013), a long time NSF staff member who was instrumental in providing funding for science education activities, has identified major challenges for achieving real reform of science education. He was the editor-in-chief of the AAAS “Science” magazine for five years where he emphasized the importance of education. Alberts stated that until college science teaching changes, we are going to have difficulty with how K-16 science is perceived and carried out in classrooms and laboratories. Unfortunately, in research institutions the pay-off for success is the research professors undertake (the fact is that publications indicate their professional successes!). They certainly do not include models for effective teaching! It is important to note that until students do something other than recite what they have read and remember what they are told, needed changes will not occur. Professors need to stop using “cookbook” laboratories and calling them needed features of results for science classes. Most students have not even come close to dealing with what science and/or STEM really is. Too often it is just a matter of saying that “doing” science is “doing” what they are told to do and repeating these for class evaluations and/or measured by typical concept mastery tests.