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The article discusses the problem approach used in teaching biology to the students in the U.S. Certain objectives of teaching science was recently proposed to the National Education Association by its committee. The objectives are to secure the development of the student's ability to reason in a scientific way. A second major objective is the formation of fundamental concepts in the student's mind. But, these objectives are never obtained in the teaching process. The students learn by doing, they cannot learn to think by memorizing anatomical structures and taxonomical data. The problem approach has been recognized to more superior as compared to the recitation approach in fulfilling these objectives. Little or no time is usually spent in a discussion of scientific-mindedness, its value and method of development. In addition, no attempt is usually made to show the student that the methods of scientific reasoning can be applied to other than science work.