This study surveyed Georgia public high school biology teachers for opinions regarding the teaching of creationism and analyzed respondents opinions regarding attitudinal and biographical variables, and compared current opinions to 1983 Georgia science teachers. Additionally, the study intended to document reasons for the teaching of creationism and evolution and evaluate respondents opinion regarding if the inclusion of evolution in State standards and exams influenced teaching.Of the educators responding, 92% stated they were familiar with the term creationism, 17% claim to teach creationism and evolution, 3.4% to teach creationism without mention of evolution and 1.4% claim to teach neither. Biology teachers approvals of teaching creationism were related to the teacher's familiarity with creationism, self-view on religiosity, conservatism in religion and age. Consistent with a 1983 Georgia study, teachers more familiar with the creationist movement and teachers of conservative religious beliefs were more likely to approve of teaching creationism. Since the inclusion of evolution in Georgia standards, this study revealed more than 20% of respondents continue to include instruction on creationism demonstrating no effective change since 1983; meanwhile, respondents claiming to teach evolution increased from 39% to 78% and those teaching neither decreased from 31% to 1.4% in the same time period. The study revealed nearly a 50% increase in teachers reporting to frequently have students troubled by the conflict between evolution and religious beliefs. Although Georgia biology teachers generally disapprove of teaching creationism, responses revealed some teachers do not believe evolution necessary to biology curriculum while others do not understand evolution and creationism are irreconcilable for creationists. This dissertation argues that policy matters. Although teachers personal beliefs are major contributors to classroom practices regarding the teaching of evolution and creationism, data indicate that state standards, in part, have influenced the teaching of evolution. This dissertation reasons administrative policy providing guidance and strategies to science teachers directing the manner in which creationism is introduced during the teaching of evolution may limit the wide range of creation teaching practices occurring currently and increase student understanding of scientific practices through the development of emotional and deductive reasoning.