As classrooms are becoming more diverse, teaching practices should become more inclusive toward all groups. Cultural competence, the shaping of lectures to be more inclusive toward different cultures’ beliefs, has become a more common practice in many university classrooms, yet it is routinely ignored when teaching evolution to religious students (Barnes & Brownell, 2017). This negligence can cause religious students to perceive the biology community as hostile and develop an even greater conflict between religion and evolution, but there are teaching practices that can decrease this perceived conflict (Barnes & Brownell, 2017).