Teacher’s impressions flavor the classroom and affect students in profound though subtle ways. This article attempts to explore teachers’ impressions or attitudes and reflect on their impact by examining two related questions: How do teachers perceive scientists? How might teacher educators help focus attention on perceptions and their consequences. The first part of the article shares findings about perceptions of a relatively large sample of K–8 preservice and inservice teachers. The second part of the article outlines strategies to heighten teachers’ awareness of perceptions and their consequences.