For many policy-makers and citizens who must make informed decisions on complex issues that can be informed by science and technology, these disciplines remain a mystery. Although some polls suggest that scientific literacy in the U.S. is high, this knowledge is more associated with familiarity of the content of science and technology rather than the processes, nature, and limits of these disciplines. In addition, the ongoing controversies around the teaching of evolution and more recent challenges to teaching and learning about the science of climate change, other “controversial topics,” and science in general may broadly reflect the public’s and policy-makers’ lack of understanding about how science works. This symposium will explore these issues by examining the importance of integrating the nature and process of science into the content of undergraduate courses in science and by sharing strategies for effectively doing so. By focusing on the explicit inclusion of the processes, nature, and limits of science and technology in introductory-level courses for science majors, nonmajors, and especially for future teachers of science, we can increase the potential for attaining a more scientifically literate society -- one that looks to science to inform policy and to improve personal decision-making.