Evolution education continues to struggle with a range of persistent challenges spanning
aspects of conceptual understanding, acceptance, and perceived relevance of evolutionary theory by students in general education. This article argues that a gene-centered conceptualization of evolution may precisely contribute to and exacerbate these challenges. Against that background, we also argue that a trait-centered, generalized, and
interdisciplinary conceptualization of evolution may hold significant learning potential for
addressing some of these persistent challenges facing evolution education. We outline a
number of testable hypotheses about the educational value of teaching evolutionary theory from this more generalized and interdisciplinary conception.