This chapter advocates the incorporation of epigenetics in genetics teaching according to an integrated model bridging the apparent dichotomy between ‘nature’ and ‘nurture’, which lies at the heart of biology education. To what degree can we explain biological traits by organisms’ essential (inherent and biologically determined) features, or what do organisms learn and acquire through environmentally dictated development? This has often been presented, in both biological research and biology education, as an either/or question. However, recent advances in genetic research have shown that epigenetic concepts can provide a new mechanistic understanding of interactions between environmental and genetic factors, and thus of how the environment can affect organisms’ (including humans’) behavior and other biological characteristics. Thus, epigenetics can provide a teaching model that abolishes the nature versus nurture dichotomy, as well as possibilities for overcoming the well-established problem of genetics education promoting causal and deterministic understandings of genes and their functions.