Elementary science is a critical part of the K–12 science education system. Tragically, the enactment of No Child Left Behind (NCLB) has greatly diminished the time spent on teaching science in many elementary schools. In some schools that have not attained adequate yearly progress (AYP) status, science is not taught at all, and teachers are told point blank not to teach science so they can spend more time on reading and mathematics. The good intentions of NCLB eroded the fundamental foundation for science in our K–12 education system. Here the author discusses the importance of taking a K–12 system approach to supporting high-quality elementary science education in every school district.