This study investigates how Grade 12 secondary school students in the Kingdom of Saudi Arabia (KSA) perceive and respond to teaching and learning on evolution. A mixed-methodology approach including a questionnaire and semi-structured interviews was used. The study shows that Saudi students are aware of the great significance that has been assigned to the theory of evolution in the scientific domain, particularly in terms of its scientific validity and testability, and its acceptance within the scientific community. The students made a decision as to whether they accepted or rejected the concept of evolution, after considering the evidence that was presented along with any conflicts in terms of their religious beliefs. On the whole, the students in this study were found to support the teaching and learning of evolution; in addition, they provided a number of reasons to explain why they supported the inclusion of this subject within their science education. The link between religion and science, and the nature of science (NOS), was found to have a significant effect on the perceptions of students regarding the teaching of evolution. However, further work needs to be carried out on renewing, developing and creating new science education policies that are suitable and relevant for modern Saudi society. Such policies should encompass the acceptance of learners with varying viewpoints and opinions and should emphasise coexistence with and tolerance of others, thus ensuring the presence of discursive consultations and positive dialogue in science education within the KSA.