Current graduate students are our future faculty.  Most faculty positions have a teaching component, if not a very high expectation for time spent teaching.  Therefore, it is critical to understand where our future faculty stand as it relates to the recent push for increased use of evidence-based teaching practices in undergraduate science courses.  Given the national movement to improve undergraduate STEM education, it should be expected that incoming instructors use evidence-based teaching strategies, but little is known about how life science graduate students perceive and operationalize the teaching component of their graduate training.  Are graduate students bound to the widespread perception that academics must choose between being a successful researcher and an effective teacher?  In this talk, Dr. Shortlidge will discuss her lab's findings on life science graduate student opportunities to teach, and their perceptions about evidence-based teaching.  She will present data indicating that graduate students can be successful in integrating teaching into their graduate training without their research suffering, yet may be limited in teaching training opportunities by their institutions and departments.