Summary: How do people’s social identities as a “scientist” or “religious person” inform perceptions of the science-religion relationship? To what extent does a U.S. higher education influence students’ self-concepts as a “scientist” or “religious person?” Does more diverse higher education encourage more complex and compatible worldviews? To what extent does higher education break up the conceptual monoliths of science and religion and influence perceived compatibility or conflict with science and religion? In our proposal, we aim to investigate the extent to which perceptions of conflict or compatibility between science and religion may depend upon (a) the extent to which a person identifies as religious or as a scientist, (b) the context in which a person is exposed to new perspectives on religious or science, and (c) the extent to which those identities are salient. We use a social identity perspective (Tajfel & Turner, 1979) to examine religion and scientist identities