Conceptual change is the process by which students are able to restructure pre-instructional thought schemas in order to understand, process and integrate newly presented information. In this chapter creationist ideologies are discussed as pre-instructional conceptual structure and evolution as the newly introduced information, which can either be assimilated or accommodated to pre-existing thought schemas. The connection between creationist ideologies and the creationist’s self-theory often leads to a situation where a student displays ‘conceptual conservatism’ and is unwilling to engage with new material that contradicts previously held beliefs. This presents science teachers and science communicators with a difficult situation because a large degree of restructuring of these conceptual structures is necessary for a student to move from a literal interpretation of Genesis to an understanding and acceptance of an ancient Earth and organic evolution.