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“Those who can’t do, teach.” This hurtful adage continues to be common, implying that those who are teachers are somehow lesser, not quite as smart, or could not make it in a ‘better’ profession. However, one could argue that this adage – and the damage it wreaks – persists because the general public does not fully understand what teachers do and the expertise involved in teaching well. The question then becomes, how can science educators provide an accurate picture of science education with those outside the field? The assumption being that a better-educated public may be more supportive in a number of spheres. Therefore, the purpose of this roundtable will to be to discuss the unexpected findings from a project that pairs STEM graduate students (GSs) with elementary teacher candidates (TCs) for the purposes of TCs learning content knowledge for lesson planning. These findings include themes of the difficulties involved in planning an effective lesson; the difference between content and teaching expertise; seeing teaching as a well-honed skill; and, finding ways to give back to the field of education. Viewed through the lens of disciplinary stewardship (both on the part of the GSs and TCs), we see these unanticipated findings as something that could perhaps be expanded into more purposeful collaborations in the future and would like to discuss these possibilities further with others in our field. Related to the conference theme of “Why Science Education?” this roundtable presentation intends to engage science educators in considering how to support those outside the field to answer this question as well as the question, “Why Teach Science in Particular Ways?” in a thoughtful manner such that we may cultivate more advocates for high-quality science education within the general public.