The need for accessing to the information resources and the science increased as a dynamic process in line with the development of technology and with the restructuring in education. To adapt to the requirements of the modern era of the society, internalizing the concept of the “Scientific knowledge”, achieving current-reliable science, comprehending the ways of producing science are the essential requirements. At the basic stage of education, science education have important functions as the first step for accessing science is the science courses which lead the children to search and to criticize. In education process, the relationship between students’ epistemological beliefs and their thinking about knowledge creates new methods in teaching and learning. The aim of this study is to determine the scientific epistemological beliefs of preschool and primary school teacher candidates who are responsible for science teaching in their future profession and to reveal its relationship with the candidates’ attitudes towards science. The study conducted by the survey correlation pattern and its sample is formed by the teacher candidates in Preschool and Primary School Teaching departments. In this study, data were collected by using "Scientific Epistemological Beliefs Scale" and "Science Attitude Scale”. The findings reveal that the teacher candidates’ epistemological belief levels and their attitudes toward science are at intermediate level. The significant difference between epistemological belief levels and the attitudes toward science in terms of gender and grade level is demonstrated. Furthermore the results showed that epistemological beliefs correlated significantly and positively with the attitudes toward science. Keywords: scientific epistemological belief, science attitude, teacher candidates.

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