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This work aimed to analyse students’ conceptions in a graduate course of biology teachers at the University Centre of Formiga, Minas Gerais, Brazil, of topics related to evolutionary theory (Chance and Natural selection) and creationism (God and Intelligent design). We used a part of the European BIOHEAD-CITIZEN questionnaire in a sample of 56 students, studying in their 2nd, 4th and 6th terms. The four-category Barbour model (conflict, independence, dialogue and integration) was used to analyse the data and characterise the students’ ideas of the relationship between science and religion. Using the Pearson chi-square statistical test (χ2), the differences among the groups of students were tested, at the statistical significance level of 5%. The results show that most students are able to establish a relationship of independence between issues of evolutionary theory and creationism. Even religious students can establish boundaries that separate the fields of science and religion. Due to the importance of evolutionary theory for science and for biology in particular, it is necessary for new research to be carried out in the Brazilian context to determine students’ and teachers’ perceptions on the topic and to improve the teaching of evolutionary theory in the biological context and to refrain from inserting personal religious considerations into general science and biology classes.