There exists a disconnect between instruction about biological evolution and acceptance of evolution by students. This disconnect prevents students from applying the theory to their lives or to their understanding of the field of biology. We examine the literature for common barriers to the acceptance of evolution, correlates with acceptance of evolution, and potential means by which education might result in increased levels of acceptance among students. We find that by changing the way that teachers themselves are taught, and by altering the methods teachers use to teach, it is likely that student acceptance of evolution can increase from instruction.