This study investigated the efficacy of EVACS and EVOLVE Computer Simulation Models on Attitude, Retention and Performance in Evolution concept among NCE II Students in North West, Nigeria. The study adopted quasi-experimental design involving Pretest, Posttest and Postposttest using two experimental groups and one control group. A Pretest was administered before the treatment to establish the equivalence of the experimental and control groups. The subjects in the experimental groups were taught using EVACS and EVOLVE simulation model, while the control group subjects were exposed to the lecture method for a period of six weeks. The topic taught were evolution concepts. Evolution Concept Performance Test (ECPT) andStudents' Attitude Questionnaire (SAQ) were developed and administered to 331 NCEII of Biology in the selected Federal Colleges of Education. A samplesize of 148 male and 183 female students. The instrument used was validated and the reliability coefficient of (ECPT) was established at r = 75. To achieve this, four objectives, four research questions and four null hypotheses were tested at p≤ 0.05. The major findings from the study include the following: There is significant difference between the mean academic performance score of NCE II Biology students taught evolution concepts using ''EVACS'' and ??EVOLVE'' computer simulation models and those taught the same concept using lecture method in favour of the experimental groups. There is significant difference in the retention ability of NCE II Biology students exposed to evolution concepts using ''EVACS'', ''EVOLVE'' computer simulation models and those exposed to the same concept using lecture method. Based on the findings it was concluded that NCE II biology students learn evolution concepts better when taught using EVACS and EVOLVE computer simulation models; and that EVACS and EVOLVE computer simulation models can enhance attitude, retention and academic performance. It was therefore recommended that EVACS andEVOLVE computer simulation models, should be used by biology teachers in teaching as the models have the ability toshift learning from teacher centered to student centered