This study investigated the impact of collateral and analogy teaching strategies on preconceptions and performance in evolution concepts among Nigeria Certificate in Education Students North Central Zone, Nigeria. The study adopted the pretest, posttest quasi-experimental control group design. Three groups were involved, the experimental group E1, experimental group E2 and control group. The subjects in the experimental group E1 were taught evolution concepts using Analogy Teaching Strategy, the experimental group E2 were taught using Collateral Teaching Strategy while the control group students were taught using lecture method for the period of six weeks. The target population for the study was made up of 1211 NCE III Biology students out of which a sample of 383 made up of 228 males and 155 females were randomly sampled after establishing their equivalence using pretest. The two validated instruments used for data collection were Unscientific Preconception Test on Evolution (UPTE) with the reliability coefficient of 0.69 and Evolution Performance Test (EPT) with the reliability coefficient of 0.76. Five research questions were stated and four null hypotheses were used for the study. The data collected were subjected to statistical analysis at p≤ 0.05 level of significance. Descriptive statistics were used to answer the research questions while ANOVA statistic was used to test the hypotheses on unscientific preconceptions and performance. Some of the major findings were: five types of unscientific preconceptions were identified among NCE III biology students; there was no significant difference in the unscientific preconceptions among students when taught using collateral and analogy teaching strategies but significant difference existed in the students taught using collateral and lecture in favour of collateral and also between students taught using analogy and lecture method in favour of analogy teaching strategy. Based on the findings it was concluded that NCE III Biology students learn evolution concepts better when taught using analogy and collateral teaching strategies than with lecture group. It was therefore recommended that Analogy and collateral teaching strategies should be used by teachers of Biology in teaching as they help to shift unscientific preconceptions students' harbor and creates a suitable foundation for subsequent meaningful learning, of the concepts.