The scientific concepts of origin of life (biopoesis) and organic change through time (organic evolution) are often difficult to motivate students to learn, much less accept, because non-scientific viewpoints and emotions developed previously can overshadow scientific viewpoints, thus closing minds to learning. This leads to the formation of “entrenched camps” and introduces an adversarial atmosphere inherently antagonistic and counterproductive to learning. This is particularly true in the “Bible-belt” south, and in Tennessee where the evolution controversy has been especially visible in the political and legislative arenas. Inaccuracies and political solutions to teaching evolution at the K-12 levels have created an understanding of evolution fraught with misconceptions, incorrect definitions, and incomplete explanations. I have found that the real challenge to learning at this point is creating a non-threatening atmosphere of receptiveness.