This article explores the disparity between the scientific community’s agreement on global warming and the confusion among the American public, which is attributed to the presence of misinformation. It identifies the obstacle and opportunity this represents for science educators, especially geographers. By examining the concept of agnotology, educators can improve students’ critical thinking skills, increase their awareness of scientific processes such as peer review, and enhance their comprehension of fundamental science. Illustrations from an advanced college-level weather and climate course demonstrate the potential benefits of this approach.