Despite the existence of a clear scientific consensus about global warming, opinion surveys find confusion among the American public, regarding both scientific issues and the strength of the scientific consensus. Evidence increasingly points to misinformation as a contributing factor. This situation is both a challenge and an opportunity for science educators, including geographers. The direct study of misinformation--termed agnotology (Proctor 2008)--can potentially sharpen student critical thinking skills, raise awareness of the processes of science such as peer review, and improve understanding of the basic science. This potential is illustrated with examples from a small, upper-division collegiate weather and climate class.