In the theory of evolution, adaptation is considered to be a central concept but also controversial and obscure. Nevertheless, various syllabi (specifically, but not only, in Greece) introduce the teaching of “adaptation” at young ages. At these stages, the concept is just referred to the “matching” of the organisms to their environment. But not even an elementary causal explanation on their origin (on a mechanism through which they emerge), is given to pupils. Because there is no provision for a scientific explanation in the textbooks, both Primary school teachers and pupils use their own explanations, which usually are teleological. The research questions of this study were a) is it possible to deal with pupils’ intuitive teleological thought and for a mechanism to be taught at a young age when the concept of adaptation is introduced? And b) Once Primary school teachers are trained on this subject how effectively and in what way should they handle their pupils’ views?  In order to carry out the survey, data were collected from different sources.