A questionnaire completed by 542 secondary school biology teachers in four states in widely divergent parts of the United States reveals the genetics educational needs of the respondents. The data suggest that, although the teachers are fairly confident of their ability to teach about classical and molecular genetics, they are much less knowldgeable of the recent developments in genetics that impinge on the science/society interface. The data further imply that if teachers are to deal effectively with these current and controversial topics, they will need instruction not only in human and medical genetics, but also in the methodologies of teaching about controversial issues. Finally, the data collected and the literature reviewed suggest that if the general public is to be served effectively, college and university courses in general genetics should include a major emphasis on recent developments in human genetics.