This study examined the performance of college students and elementary school teachers on the Cultural Literacy Science Assessment (CLSA) developed by Cannon and Jinks (1992), which is based partly on science-related terms in "The Dictionary of Cultural Literacy" by E. D. Hirsch et al. A total of 330 students and teachers completed the 52-item assessment. The subjects included: (1) junior and senior elementary education majors; (2) elementary education teachers pursuing graduate study; (3) junior and senior liberal arts majors; (4) junior and senior science majors; and (5) freshman and sophomore science majors. The study found that the scores of junior and senior science majors were significantly higher than the scores of the other four groups, and that liberal arts majors scored higher than elementary education teachers. The scores of males were significantly higher than those for females, although this result may be faulty due to the fact that no effort was made to control for gender within the five groups of subjects. These results could indicate that the CLSA does not present a generalized sample of science terms, and is thus questionable as a measure of science literacy. Implications for teacher education are discussed. (MDM)