This paper x-rays the meaning of scientific literacy and compares it to how science is taught in Nigeria schools, in order, to know how Nigeria has fared in making her citizens scientifically literate. It was concluded that science teaching in Nigeria schools were meant for students to pass examination and not to feel the impact for societal growth. The consequences are that most farmers do not want to use fertilizers, graduates in science and applied science are highly superstitious, people do not know that brakes can fail, that sickle cell disease is genetic and not from evil spirits e.t.c Therefore, the impact of science is not felt. It was recommended that science curriculum should emphasis on why science, organize workshop for teachers on linking science to the society, so that the people would feel comfortable knowing what science is all about, even though they do not know much about science.