This study explored interrelationships among high school students' views about nature of science (NOS), acceptance of evolution, and conceptual understanding of evolution, and the extent to which these may have shifted from pre- to post-instruction on evolutionary theory. Eighty-one students enrolled in ninth-grade Biology responded to questionnaires measuring views about NOS and acceptance of evolution, and were tested on their conceptual understanding of evolution before and after a month-long instructional unit on evolution. Results revealed that students with more scientifically accurate views of NOS showed greater acceptance of evolutionary theory. Students' conceptual understanding of evolution significantly increased from pre- to post-instruction, but views about NOS and acceptance of evolution did not shift. No correlation was found between students' NOS views or evolution acceptance and their conceptual understanding of evolution. Findings imply that students may increase and refine their understanding of evolutionary theory without showing a change in their views about NOS or acceptance of evolution.