Much attention has been given to the opposition toward the teaching of evolution at the K-12 level and the movement to include alternative theories, such as Intelligent Design (ID), in the science curriculum. However, very little is known regarding the attitudes of community college students toward the study of evolution and the inclusion of ID in biology courses. This lack of information and faculty reports of increased student resistance to and concern over learning this topic led to a departmental pilot study, in which 342 students were surveyed. The majority of students (272) were enrolled in Principles of Biology, a non major biology course at Miramar College in San Diego, California. The survey was also administered to 70 science majors enrolled in Introduction to Biological Sciences I and II, which are core courses for transfer to university programs. The purpose of this project was to better understand our audience and the knowledge and attitudes students bring with them as they enter general biology courses. As a result of the study's findings several strategies were developed to assist faculty in providing students with a firm understanding of evolution as the main organizing principle of biology, but at the same time alleviate some of the anxiety students may experience when learning about the origin and evolution of life on earth.