This study was conducted in order to assess the difference in concept development and principle learning between high school biology students studying the origin of life from a two-model approach (evolution and creation) and those using the single-model approach of evolution only. The pre-test, post-test control group design using a criterion referenced instrument showed that the experimental group (two-model approach) did significantly better in all areas than did the control group. The experimental group also did significantly better on evolution items than the control group did. In addition to this, the overall data seem to suggest that the experimental group was more willing to make critical judgments in regard to origins and change their views when new data came forth than were those studying evolution only. Thus, it appears that this new approach to the study of origins will not only stimulate an interest in science, and possibly social sciences, but will also place the student in a very desirable and challenging position where value judgments, interpretations of data, formulations of questions and hypothesis, etc., will become manifest. (Author/BB)