In the US, there may be few scientific concepts that students maintain preconceived ideas about as strongly and passionately as they do with regard to evolution. At the confluence of a multitude of social, religious, political, and scientific factors lies the biology teacher. This phenomenological study provides insight into the salient aspects of teaching evolution as viewed by public high school biology teachers. Transcribed interviews were coded, and data were sorted resulting in key themes regarding teachers' views of evolution education. These themes are presented against the backdrop of extant literature on the teaching and learning of evolution. Suggestions for science teacher educators are presented such that we can modify teacher preparation programs to better prepare science teachers to meet the challenges of teaching evolution.