During the recent Ebola outbreak of 2014-15, science teachers were fighting a different kind of epidemic--an epidemic of misinformation. Despite the low risk of spread here in the U.S., some school districts closed schools when they learned that staff, parents, or students had been on the same flight as one of the infected Dallas nurses. A poll by the Pew Research Center at the time indicated that 41 percent of Americans were "very worried" or "somewhat worried" that they or someone they knew would be exposed to the Ebola virus (Pew Research Center, 2014). During this same period, science teachers were fielding questions from their students and trying to answer them. Zika already poses a much greater threat to the U.S. than Ebola ever did, and the possibility of effects on the unborn is sure to generate questions and concerns among students just as Ebola did. Recently, a partnership of organizations, led by Horizon Research, Inc., CSSS, NSELA, and NSTA (with support from the National Science Foundation) surveyed the nation's science teachers to understand how they address health-related issues, specifically in the context of Ebola. What the researchers learned sheds light on how science teachers will likely respond to Zika and how to support teachers when they talk about the virus with their students. Results from the Ebola study suggest that when students ask about Zika, science teachers will respond. Teachers should be prepared to leverage this moment by staying up to date on Zika, and when opportunity arises, they can use it deepen students' understanding of important science concepts and practices. [This brief is derived from the report "Stopping an Epidemic of Misinformation: How K-12 Science Teachers Responded to Ebola. Preliminary Report of Results" (2016) by P. Sean Smith and Joan D. Pasley.]