A discussion of whether teaching is a science, an art, or both, and the extent to which it is either and why, is presented in this paper. Teaching-as-a-science (TAS) and teaching-as-an-art (TAA) are not specific teaching methods but rather two different ways to find teaching methods. Whether students learn as a result of the teacher's scientific or artistic attitude rather than how students learn is the focus of the discussion. The paper offers analyses of the following: the terms "art" and "science" in language; whether TAA and TAS are desirable; definitions of teaching; definitions of art and science; TAA and TAS compared; the logic of science; the role of rules (rules make science, but rules may be subject to creative redesign by the artist); and the politics of TAA and TAS. Whether teaching is an art or a science depends on the definition of teaching adopted and how the goals of teaching are perceived. (SM)