Science education currently has incomplete understandings of potential relationships between students' beliefs in Nature of Science (NOS) and evolution, and how these beliefs may be related to scientific understandings of evolution. Because of evolution's prominence in science education, curricula decisions, and the future of science teaching and learning, it is important to gain more information on teaching and learning evolution through research. This study attempts to contribute to the knowledge base surrounding evolution in science education by exploring interrelationships among students' beliefs about the nature of science and evolution, and their scientific conceptual understandings of this theory. This study was conducted in a suburban/rural high school freshman campus located in the midwestern part of the United States. The students in the study were those enrolled in three ninth-grade biology classes. The data was collected by having students complete questionnaires regarding their beliefs about the nature of science and their beliefs about evolution. Results show that student beliefs did not change during the course of the instruction.