Abstract
The purpose of this paper was to determine the influence that the acceptance or rejection of the theory of Human Evolution by Life Sciences teachers may have on their students' academic achievement. To conduct this research the sample group of teachers' acceptances of the biological theory of human evolution was determined using the MATE instrument. Thereafter the effect these teachers have on their Life Sciences students' academic achievement was recognized through standardized assessment of the topic. Valuable aspects that were considered was the pedagogy used to convey the information about evolution and the teachers' religious beliefs as opposed to Evolution.