American science education is plagued by a fundamental confusion--a mismatch between goals claimed to be valued and the strategies used to achieve them. This confusion is rooted in the seemingly simple idea that science education should prepare students for the future. For some, this "preparation" is about good citizenship and a satisfying life. For others, it's about a scientifically and technically skilled workforce. Each vision is clear and compelling, but each requires a different educational strategy. To prepare citizens, educational strategy should be based on an understanding of everyday life--in particular, the role played by science in everyday life. To prepare a scientific workforce, students should have the skills and knowledge to pursue advanced training in scientific and technical fields. The author contends that teaching everyday science would require a shift in priorities, but it may be the best way to provide a science education that truly prepares students for good citizenship and daily decision making.