In this study, we aimed to explore the factors related to acceptance of evolutionary theory among students/preservice preschool education teachers using conceptual ecology for biological evolution as a theoretical frame. We aimed to look into the acceptance and the understanding of evolutionary theory, we aim also to look into the relationship of the acceptance with understanding of evolutionary theory and parents' educational level as independent variables. Students/preservice preschool education teachers' restricted understanding of evolutionary theory is positively correlated with moderate acceptance of evolutionary theory but we did not find their any significant positive correlation between parents' educational level and acceptance of evolution. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our findings indicate also the necessity to develop teaching and learning evolution theory and the enrichment of this teaching with focus in the nature of science.