Advocates of Intelligent Design (ID) theory argue that evolution is a theory in crisis, ID is a legitimate scientific theory, and biology teachers should teach the controversy. Supporters of evolutionary theory testify that ID is a religious, not scientific, concept, and evolution is in no danger of bankruptcy, having survived 140 years of scientific scrutiny quite well. Evolution proponents further ask to examine ID advocates' scientific research reports on ID. This is indeed a marathon dispute; round one took place in a Dayton, Tennessee, courtroom in 1925. This article discusses the process of generating new scientific knowledge and accepting it in our schools, explains why evolution is not in crisis, documents the lack of evidence in ID theory, and recommends methods to incorporate issues surrounding evolution in the classroom.