Understanding the intersections of science and publics has led to research on how diverse publics interpret scientific information and form positions on science-related issues. Research demonstrates that attitudes toward science, political and religious orientation, and other social factors affect adult interactions with science, which has implications for how adults influence K-12 STEM (science, technology, engineering, and mathematics) education. Based on a statewide survey of adults in Idaho (n = 407), a politically and religiously conservative western state, we demonstrate how attitudes (...) toward science, measured through a composite measure “orientation toward science,” and other social factors are correlated with support for STEM education. Results show that “orientation toward science,” along with political orientation and respondents’ perceptions of feeling informed about science, predicts behavior intentions to support STEM education. Our findings suggest that a nuanced and localized approach to fostering support for K-12 STEM education would resonate with populations regardless of political orientation, and they illuminate new ways of thinking about how political orientation more generally impacts thinking about science in the context of complicated “socio-scientific relations.” In exploring how people think about science in a politically and religiously conservative state, we provide insights on potential outcomes in other states, should conservative ideology spread. We argue that the publics’ relationship with science and, by extension, support for science education, is more fluid, as many of us suspect, than ideological polemics suggest. (shrink)