International comparisons help us explore the assumptions made about U.S. schools, students, and pedagogy. That is why the author decided to spend five months in the Czech Republic teaching science education courses at Palacky and Ostrava Universities and learning about the Czech education system. As a result, the new context challenged his notions about science education in the United States. The intent of this article is to raise questions to encourage discussion and analysis, not to advocate the superiority of any nation’s education system or methods.