More than 30% of teachers responding to an informal survey indicated that they feel pressured to include creationism, intelligent design, or other nonscientific alternatives to evolution in their science classrooms.The National Science Teachers Association (NSTA), which conducted the survey of 1,050 teachers, announced the results recently. According to the survey, 22% of teachers indicated that most of the pressure to include these nonscientific alternatives comes from students, while 20% indicated that parents provide the pressure. Thirty percent of teachers noted that they feel pushed to de‐emphasize or omit evolution or evolution‐related topics from their curriculum. However, 74% of teachers indicated that they disagree about de‐emphasizing or omitting from their lessons the term “evolution” so that attention is not drawn to it.