This review essay affirms the work Mr. Red does with his students to support their learning about evolution and how his approach agrees with the realities of teaching evolution in the American South. It then shows how focusing on understanding, but not necessarily belief, adds to Mr. Red's apparent neutrality a complimentary pedagogical approach that legitimizes more strongly accepted science while at the same time attending to the deep conflict many rural students feel when they are asked to learn evolution. [This review essay addresses issues raised in Lisa Borgerding's paper entitled: "High School Biology Evolution Learning Experiences in a Rural Context: A Case of and for Cultural Border Crossing" (EJ1130857).]