This case study aimed to find out in-service Life Sciences teachers understanding of core concepts of the nature of science (NOS) in the context of Biological Evolution and Religion for teaching. Teachers understanding of NOS is crucial for their understanding and acceptance of Evolution and for their effective teaching of topics such as Evolution that underpins Life Sciences. Qualitative data was obtained from VNOS-C questionnaires and semi-structured individual interviews from three high-school teachers. The data from the two sources were coded into the seven NOS predetermined broad categories. Inductive analysis was then performed to obtain further distinct ways of understanding each NOS category. The results revealed that although all three teachers understood some of the concepts of NOS, they could not adequately integrate content knowledge of Evolution into all seven categories of NOS to the same extent in planning to teach. Of significance, they were not necessarily influenced by scientific understandings of NOS conceptions but influenced by a particular set of personal beliefs incorporating religion and everyday experiences. The study has implications of the significance of teachers beliefs for the enhanced development of in-service and pre-service teachers in the teaching of NOS in Evolution in Life Sciences.

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