Can we assume that science teachers and graduates understand the scientific method and the meaning of key terms such as theory, law, and fact? Selby (2006) notes that the “current debate about teaching Intelligent Design in science classes is revealing confusion and error in public opinion about what science really is” (p. 8). The author’s small-scale research set out to ascertain two things: what understanding preservice science teachers have of the scientific method and whether they have common definitions of key terminology associated with the scientific method. The results show that confusion and error are apparent in science graduates training to teach.