Research has pointed out that school teachers and students sometimes apply several forms of rejection of evolution theory and, also, that they perceive various forms of interaction between scientific knowledge and religious beliefs. To further explore these interactions, we have built a questionnaire enabling us to study the way students position scientific knowledge compared to religious beliefs, and vice versa, based on a theoretical model (Wolfs, 2013 : Wolfs, Salamon, De Coster, El Boudamoussi, & Jackson, 2008) describing six different conceptions: «rejection of science in the name of fideist conceptions», «classic concordism», «reversed concordism», «scientific autonomy», «complementarity» and «rationalist critiques of religious beliefs». In this paper, after presenting the theoretical frame and methodology underlying the construction of the questionnaire, we tested its construct validity and the internal consistence of its dimensions based on data collected from 638 undergraduate French speaking Belgian students in their last year of compulsory school education. The results obtained through confirmatory factor analysis and by Chronbach’s alpha analysis are consistent with our theoretical model. Thus we discuss the relevance of this questionnaire, intended to examine an educational issue for which very few investigation tools exist.