Scientific principles may challenge religious beliefs creating tension for science teachers in an array of settings. For example, a 2011 survey of U.S. high school teachers indicates that only 28 percent are able to teach evolution as recommended by national organizations. While much attention has been paid to evolution, other issues are becoming increasingly apparent both in high school and beyond. What are these issues and how are they manifesting in U.S. science classes? How are teachers responding and what methods are most successful? This symposium will consider the questions raised by topics such as climate change, the discoveries of Earth-like planets, neuroscience and free will, advances in genetic engineering, and the associated challenges and opportunities for producing a science-friendly and literate public.