I was really surprised by the video we watched in class relating to science-knowledge of various groups of people in relation to something so common as the difference in temperatures between summer and winter seasons. Strong incorrect beliefs relating to topics science are extremely common, even among well-educated individuals with prior science instruction. It was shocking to hear that only two out of twenty-three Harvard graduates could correctly explain the moon phases and seasons. It is not surprising that student’s personal theories and beliefs outlast instruction and can annihilate what is taught, but it is our job as educators to correct these misconceptions and meaningfully explain WHY things work as they do and WHY their misconceptions can be proved false. Heather, labled as the ‘best science student’ by her 9^th grade science teacher, had strong misconceptions of the earth’s orbit-yet 2 weeks later she was able to reverse her misconception, but she still remembered her prior (inaccurate) theory exactly as she described it earlier. Misconceptions relating to science can come from anywhere, but just as often they can originate in class. It is appalling to see that despite proper, thorough instruction, improper beliefs can remain. Additionally, it is unfortunate but not so shocking that despite several continuous years of science instruction, students do not retain their instruction-either because their knowledge is lost or they never learned it. Likely, it needs to be taught more meaningfully; clearly science isn’t taught well right now overall if it is so easily forgotten or misconstrued. It is so difficult for people to overcome their misconceptions because they are often believable and so “sunk in” to their knowledge-people convince themselves of something and it is difficult to change their beliefs, yet it is the job of the educator to overcome these misunderstandings relating to science, and to see that our students are learning the subject meaningfully and that their retention is long-term.