Background: Medical educators are often expected to serve as authoritative sources of knowledge. However, modern healthcare increasingly values intellectual humility, lifelong learning, and evidence-informed decision-making. This study examined faculty attitudes toward acknowledging uncertainty during teaching and explored how educators perceive its influence on learner engagement and professional identity formation. Methods: A cross-sectional survey was administered to undergraduate medical educators across basic science and clinical disciplines. The questionnaire explored the frequency with which faculty openly acknowledged uncertainty, situations in which they felt comfortable doing so, perceived barriers, and beliefs regarding its impact on students' learning, trust, and confidence. Responses were analyzed descriptively, with subgroup comparisons based on teaching experience and discipline. Results: Faculty generally viewed acknowledging uncertainty as an authentic educational practice that encouraged curiosity and modeled lifelong learning. Nevertheless, many reported hesitating to admit knowledge gaps because of concerns regarding credibility, learner expectations, and professional image. Respondents indicated that supportive institutional culture and collaborative teaching environments increased their willingness to openly discuss uncertainty. Many also believed that demonstrating how they locate, evaluate, and apply evidence was more educationally valuable than providing immediate answers. Conclusion: Teaching is not solely about transmitting knowledge but also about modeling how physicians think, question, and continue learning. Encouraging educators to demonstrate intellectual humility may strengthen professional identity formation, normalize uncertainty, and better prepare learners for the realities of clinical practice.