This article takes issue with the widespread assumption that students’ socioscientific decisions ought to be evidence based. On the basis of a careful conceptual analysis, it is argued that it is misleading to think in terms of evidence in socioscientific decision making because such decision making is a process of deliberation in which persons distribute relative weights to multifarious and incommensurate factors—a process, that is, in which scientific evidence has no privileged role. Accordingly, science educators ought to focus on the quality with which students discuss the relative weights of different considerations about a socioscientific issue.