The research on the Creation Museum informed the focus of this chapter for providing teachers a broader context of the public’s varying attitudes, beliefs, and levels of trust in science and religion. In this chapter, the discussion is informed by social science research documenting how the general public interacts with institutional sources of authority—both scientific and religious—in light of variations in their religious beliefs, knowledge of science, and everyday behaviors or activities. The chapter ends with a focus on what the implications suggest for science educators and why it matters what the public thinks, especially for teachers in public schools. Teacher background information, references, and resources are provided. This book selection also includes the Table of Contents, Preface, About the Authors and Contributors, and Index.