Education has long been heralded as the key to sustaining a healthy democratic state (Dewey, 1916/1996; Jefferson & Peterson, 1984; Parker, 2003). As such, teacher educators have a responsibility to prepare teachers committed to the aims and practices of democracy. Central to this goal is helping teachers understand the relationship between private and public interest, and the importance of deliberation and participation. For theologically certain students, embracing a democratic rationale for teaching, however, sometimes proves difficult. Rather than "freeing of intelligence for independent work" (Dewey, 1966, p. 182), certainty dilutes the need for deliberation, inquiry, and action. Theological certainty is particularly problematic, given the steep consequences students associate with doubt. Drawing on examples from my teaching, I explore the ways in which theological certainty clashes with the aims and practices of democracy in my own and students' experience. I do so in hopes of opening lines for shared sense making about the unique problems theological certainty poses for teacher education--a conversation too often constrained by the seeming sanctity of religious belief in education. (Contains 2 notes.)