Research has shown that undergraduate courses in psychology often fail to make students accept the discipline as a science. It may be that explicit instruction is not sufficient to modify students' conceptualization of psychology as something other than science. The goal of this study was to examine introductory psychology students' conceptualizations of psychology and science. Five hundred and seventy participants completed a free association task for disciplines that included psychology and other sciences. They also provided ratings for these disciplines on relevant dimensions (e.g., important and scientific) and were asked "Is psychology a science?" Students tended to agree that psychology was a science but rated it to be less scientific than the natural sciences. Moreover, the free association results suggested that psychology was semantically distant from the other sciences. Thus, successful pedagogy will need to focus on conceptual change if students are to accept psychology as a science.