To readers of this blog this might seem like an odd question, but consider it for a moment: do you trust science? If your answer is a resounding “yes”, can you envision circumstances where you might lose confidence in science or scientists, to the point of having a static negative outlook? What might those factors be? If your answer is “maybe”, or “no”, can you imagine conditions in which your opinion could change to the affirmative? Last week, in partnership with the Gallup World Poll, the Wellcome Global Monitor published their results from a new survey that asked 140,000-plus people in more than 140 countries their personal views on health and science. Polls of this kind have been performed in the past, but this survey by the Wellcome Trust claims to be the first global analysis into how factors including nationality, gender, income, and education can affect an individual’s outlook of science. An overview in Science highlights a couple of interesting points that deserve mention here. First, the idea that for a concept or process to be “trusted”, it should be tangible; namely, it should be interpreted as being “helpful” to people: the Wellcome poll revealed that greater than one-third of people in southern Africa and Latin America state that science helps “very few” people in their country. An inability to comprehend or rationalize the direct outcomes of science on one’s own life—including the most fundamental of advancements in technology and medicine over the past century (and longer!)—underscores the importance of framing historical precedent with one’s personal experience, even in the most obvious of life improvements. This is clearly more difficult to come by in scenarios of low income and/or a mediocre availability of, or opportunity for education. Second, “self-assessed” scientific knowledge—i.e., “How much do you know about science?”—revealed a clear gender gap: >10% more than women men were inclined to say they know “some” or “a lot” about science. And another intriguing statistic is the fact that Americans and individuals from some European countries self-assessed their own scientific knowledge at much higher levels than they score in actual testing. This is countered significantly by their counterparts from Asia—including Chinese and Japanese—who self-assess much lower relative to their actual scientific knowledge. While these data highlight the socioeconomic and cultural differences that clearly impact the views of different populations on science, there is little doubt that improving both the educational opportunities for and/or willingness of every person around the globe to learn more about science, will be paramount for the preservation of our environment and survival of our own species.