Dynamic and static representations of two-dimensional motion serve to illustrate the possession of persistently incorrect views about Newtonian mechanics among adolescents and adults alike. Several aspects of these views are demonstrated to be strikingly similar to historically held theories, and to arise from perceptual features of motion that clearly pose a formidable obstacle to an acquisition of proper mechanics understanding. Suggestions for instructionally effective approaches to teaching are offered, with an eye on the larger implications for the development of scientific literacy.