To examine the public's attitudes about the nature of teaching and learning and what they mean for educational policy, the author surveyed almost 3,000 individuals nationwide in 2015, weighting results by race, poverty, and education level. Results show: (1) There is a wide gap between the public's understanding of good educational practice and actual good educational practice; (2) The public underestimates the amount of knowledge and practice it takes to become an accomplished teacher; and (3) Nearly 90 percent of the public believes in myths about teaching and learning. Recommendations for policymakers include: (1) Fund a center within the U.S. Department of Education to develop more practitioners guides focusing on the science of learning; (2) Provide more funding for research on the science of learning and the translation of that research into practice; (3) Re-imagine teacher preparation to make it more rooted in classroom practice and a professional knowledge base, with universal high standards for all candidates; (4) Increase compensation in order to attract and reward teachers as professionals; (5) Develop super charter schools based on the science of learning; and (6) Provide active learning grants.