The Darwinium game is a classroom board game designed to work on the concept of chance in the Theory of Evolution (ToE). This is a recurring didactic obstacle for students who tend to spontaneously adopt a deterministic view of evolution. The data source for this study consists of narratives of middle-school students who engaged in a board game about chance in evolution. The narratives are analyzed along two axes. The first is that of representations expressed in these texts about evolution and the place of chance. The second examines the type of discourse—descriptive, narrative or argumentative—used in these texts. The intersection of these two analytical frameworks leads to a study of what students say about chance in evolution, and how they say it. This exploratory study reveals that the game's narrative structure engages students in evolutionary thinking that has yet to be scientifically consolidated. These initial results, both quantitative and qualitative, lead us to hypothesise that the game's imaginary narrative possesses a didactic potential that we wish to explore further.