This chapter explores the complex topic of human origins, with particular attention to pedagogical and curricular concerns for Muslim educators, students, scientists, and theologians. Rooted in the Sunnī tradition, it offers a theological framework for meaningful engagement with evolutionary theory in Islamic education. Beginning with the classification system of creedal doctrines developed by the theologian Muḥammad Ṣāliḥ al-Ghursī, this chapter equips educators with conceptual tools to navigate complex discussions surrounding evolutionary accounts of human origins while remaining within the bounds of Islamic theological tradition and scientific data. It examines the role of scholarly consensus (ijmāʿ) in Islamic epistemology and the issues of the origin of the first human being, looking at how contemporary writers on Islam and human evolution treat the question of scholarly consensus, including those who advocate Adamic exceptionalism. It further considers how the Sunnī kalām tradition interprets human–ape similarities, which are often used to support the thesis of common ancestry, a topic that often vexes Muslim educators. This chapter identifies key doctrines regarding the Prophet Adam as the first human and the progenitor of all humanity that have attained scholarly consensus, truth claims which are in tension with the views permitting the existence of human forms prior to Adam. In doing so, this inquiry contributes to the ongoing discourse on the intersection of modern science, Islam, and theology.