Science educators and classroom teachers often present idealized descriptions of science and religion that reflect our own misunderstandings. These generalizations are often over-simplified and inaccurate and can compound misunderstandings of both domains. The first half of this paper presents an in-depth analysis of authority issues and aims to provide science educators with a more nuanced understanding of these two domains as appropriate to introductory science classes. This analysis argues for the importance of science teachers and theorists developing better understandings of the role of scientific and religious authority in instruction and in practice. Based on this examination, the last half of the paper aims to provide guidance for building more effective introductory science instruction. This examination suggests that a primary goal of science instruction must be to develop students who are effective consumers of science information.