When Congress passed the National Science Foundation Act and President Truman signed this into law on May 10, 1950, the science (and science education) enterprise in this country became linked to the public in a real, measurable and accountable manner through public tax dollars. Initiatives on behalf of the science education enterprise emerged from the public voice for science. That public voice spoke of a need to "provide a nation with an aristocracy of talent." Bright students needed to be encouraged to attend college; and science, physics in particular, needed to find ways to identify those best suited for advanced studies. Almost 50 years later, that public voice, recognizing the successes of a strong, albeit very different, science community, suggests a more populist perspective for science education. Shaping the Future recommends a new vision, one proposing that "all students have access to supportive, excellent undergraduate education in science, mathematics, engineering and technology, and that all students learn these subjects by direct experience with the methods and processes of inquiry." Shaping the Future recognizes that we have communities of researchers and practitioners committed to the science education enterprise who are capable of and committed to making science available to all students. Our task is no longer limited to identifying and educating talented students as the centerpiece of science education, though we must continue to do so, but offering all students an education in science.