The present research aims to determine whether or not pre-service science teachers in Turkey are resistant to learning about the theory of evolution (TOE), and to understand the reasons for their acceptance or rejection of this theory. Following an intervention process, essay documents were collected from each participant ("N" = 113) and analysed using typological techniques. Then, the Measure of Acceptance of the Theory of Evolution (MATE) survey was employed ("N" = 93). Finally, an interview was conducted ("N" = 6) and the data were analysed in the frame work of inductive analysis techniques. According to the essay document analysis, almost all participants had neither conceptual knowledge of the TOE nor any scientific argumentation ability in the context of Toulmin's Argument Pattern (TAP). Participants who did not believe in the TOE mostly used Islamic rhetoric as a basis for their arguments rather than a scientific point of view. The MATE survey results indicated that participants' own ideological perspective was the only determinant factor which was statistically significant (p < 0.01). Finally, the responses to the interview questions revealed that participants tended to rely on rote-learning rather than inquiry-based science education and that attitudes to TOE were influenced by inter-related social, political and religious pressures.