Americans have wide ranging beliefs about evolution and the intersection of beliefs and science. Public high school science teachers have an equally diverse range of beliefs on these issues. This study sought to examine those beliefs and see how they influence ways that the teachers interact with their students. A survey was developed using a combination of previously published surveys and newly developed questions. E-mail addresses for over 11,000 public high school science teachers from 19 states and the District of Columbia were used to invite teachers to participate in the internet-based survey. Over 1,400 valid responses were analyzed using both nonparametric statistical quantitative measures and quasi-statistical qualitative analyses. Based on these measures, teachers were identified who revealed strongly held beliefs and had significant differences in opinion about how to effectively address these topics with students. The results of the study have implications about how teachers can more effectively help students struggling with science and belief interactions.