Why do people who claim the same epistemological beliefs interpret and express these beliefs in ways that seem diametrically opposed? And how can the author understand tensions in the classroom that arise from such divergent expressions of religious faith, especially in the context of history? There are a number of ways to examine these questions across disciplines, theories, and demographic characteristics. However, the author will focus on texts by two prominent figures who have had and continue to hold power and influence in the evangelical Christian community: Jerry Falwell and Martin Luther King Jr. Falwell and King have both been a part of the formal curriculum in churches and schools (though their depictions vary by context); they have also contributed to the creation of norms, in certain communities regarding Christianity and politics, that reciprocally inform the construction of dominant narratives in U.S. history. What the author discovered in their own attempts to use such counter narratives in a history course is that despite the narratives being based on epistemological beliefs shared by the author's students, many of their students still vigorously rejected them. Taking a step back to the primary sources themselves to foster understanding of Falwell and King's contrasting expressions of the same religion can perhaps illuminate student responses. Though the current language of evangelicalism may not always sound as extreme as Falwell's assertions in "God is Pro-War," the underlying assumptions are the same.