The objective of this study was to determine the status of secondary life science teachers in the State of Ohio as it pertains to the theory of evolution. Data were collected through a survey sent to 300 Ohio secondary life science teachers in May, 2003. The primary focus of this study was on determining the acceptance level of these teachers for the theory of evolution. It was found that the majority accept evolutionary theory. Another component of this study focused on teachers’ knowledge level of evolutionary theory, and found that teachers have an adequate understanding. Finally, this study looked at some of the possible relationships that exist to a teacher’s acceptance evolutionary theory and found a correlation between a teacher’s acceptance to his or her knowledge level. A teacher’s acceptance and knowledge levels of evolutionary theory are also correlated with the number of years the teacher has taught.