Multicultural science education advocates that science education should pay attention to the uniqueness of students from different backgrounds. In developing instructional strategies, educators should respect students' differences according to their culture. However, In Taiwan, while Darwin's theory of evolution is taught in high school biology, little attention is given to the challenges Christian students may encounter in understanding an evolutionary worldview. The relationship between evolutionary and creationist worldviews has been a contentious issue, and motivating Christian students to learn about evolution in science classes presents a significant pedagogical challenge. This article is an exploratory study that investigates the diverse views of Taiwanese Christians on teaching evolutionary biology, contextualized within Taiwanese society and culture from the lens of worldview theory. The participants were Taiwanese Christians who have consistently participated in Lord's table meetings for over three years and have learned evolutionary theory. A mixed-methods approach was used, combining quantitative questionnaires and qualitative individual interviews. From 684 valid questionnaires and 52 in-depth interviews, the study found that 66.2% of participants support the inclusion of evolutionary theory, creation theory, and intelligent design theory in the classroom. The rationale behind this viewpoint is multifaceted. Firstly, all three theories are critical and reasonable. When students understand these three different theories, they can enrich their knowledge and compare the similarities, differences, and authenticity of the theories, thereby cultivating a scientific spirit and the ability to think independently. This process helps them gradually construct their own viewpoints and learn to respect and embrace different viewpoints. These Christians also realize that human intelligence is limited and that neither science nor evolutionary theory can fully explain the world. Therefore, people should humbly explore different theories in their quest for the light of truth. The findings offer valuable insights into the instructional design of evolutionary biology education, especially in multicultural contexts.