To estimate the desired and existing statuses of the senior high school Chemistry Curriculum, a group of experts, consisting of twelve Curriculum and Chemistry Professors, was interviewed; while a sample of 200 high school Chemistry Teachers was given a questionnaire with the internal consistency of 0.89, which was constructed on the basis of the experts’ views on desired status. According to these experts, literacy in Chemistry has many dimensions including knowledge, attitude, skills, and occupational areas; and any Chemistry curriculum should emphasize the scientific interpretation of the phenomenon, and skills development in the occupational areas. The Chemistry teachers rated the existing curriculum rather high on objectives and about average on the content. Eventually, it was recommended that both the content and teaching/evaluation methods be reexamined and improved.