This chapter explores how religion surfaces in science teaching and learning in higher education contexts. First, it explores models of college student development in terms of epistemology, noting how college students often begin seeking authority and eventually graduate with more relativistic views of knowledge. Second, it describes research findings and stories from college science faculty related to challenges and promising approaches for navigating religion in college science classes. Third, it investigates the specific case of preservice science teacher education in higher education. Finally, it concludes with some recommendations for higher education faculty for mitigating science-religion tensions. 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.