Over the course of history, scientists have constructed models and equations that provide insight into the motions of the heavens. However, research indicates many people hold alternative conceptions that, to them, explain the same observable phenomenon. Science educators have found that students learning about lunar phases may hold misconceptions even after the students were provided a scientifically correct explanation for lunar phases during classroom instruction. In this article, the authors present a three-step teaching strategy for addressing lunar misconceptions. This strategy involves: (1) Identifying the misconception; (2) Overturning the misconception; and (3) Replacing it with a scientific conception. (Contains 2 figures.)