The world community of physicists argues that physics education experiences some crisis, because many physics courses are detached from the real life context, employment, society and the environment (Garwin, Ramsier, 2003; Manogue and Krane, 2003; Zhaoyao, 2002, Karenauskaite, Dikcius, Streckyte, 2001; TIMSS, 1999, 1995, etc.). In order to avoid the crisis in teaching physics, the studies of physics discipline at university have to experience a double paradigm shift: a qualitative and fundamental revolutionary change of the attitude towards physics study method, from a teaching paradigm, limited to a formal transfer of knowledge, to a learning paradigm that focuses on continuing, self-directed designing of an individual's knowing (Barnett, 1994; Bowden, Marton, 1998; Juceviciene, 2001; Longworth, 2000; Novak, Gowin, 1999; Ramsden, 2000, etc.); and a gradual and evolutionary change of the attitude towards physics study content, from a normative paradigm, that is oriented to scientific knowledge as an object, to an interpretative with the emphasis on the interpretative character of physics knowledge and the process of acquiring knowledge itself (Boeker, 2003; Garwin, Ramsier, 2003; Manogue and Krane, 2003; Rudzikas, 2003; Karenauskaite, Juceviciene, 2002; Appelquist, 2001; Zoller, 2000). Seeking to ensure the high quality of student teaching/learning, which is based on a contemporary learning paradigm, it is necessary to implement a Systemic Approach to Physics Study. In this aspect it is necessary to apply the principles of meta- learning, flexibility, socialization, individualization and integration in the educational environment of university by considering learner's individual experience and his/her learning objectives. (Juceviciene, Karenauskaite, 2004). This systemic, theory-based approach meets interpretative and learning paradigms, emphasizes the openness of the educational environment, connects teaching that is related to the peculiarities of an educational environment and a student (individual's learning environment), and the teaching content into 'one whole', when aiming at cooperation with learners in the teaching process and seeking for deep learning. Also, Systemic Approach emphasizes close relation between the objectives of a course in physics and the objectives of the individualised study program chosen by a student. It also highlights the integration of student's experiential knowledge into a new system, an individual approach to every learner and the development of meta-learning competences. Nevertheless, the question is: in what ways the Systematic Approach to Physics Study influences the change in teacher and student attitude towards learning and physics science?The problems of teaching physics are especially evident in teaching students of other specialities (medicine, biology, geography, etc.). So, the effectiveness of the system and its influence upon students was tested in medicine, odontology, and public health study programs at Vilnius University; 210 students and 8 teachers in Physics participated in action research and educational experiment in the fall semester of 2004/2005. The research was based on methodological approach of learning paradigm that is based on constructivist approach to learning and the interaction of normative and interpretative paradigms. The analysis of physics programmes was carried out with the aim to highlight the shift of the above mentioned paradigms. The questioning of students, the analysis of their concept maps and the interviews of teachers has helped to reveal the change of their attitudes towards learning and physics science. This research identified the manifestation peculiarities of physics educational environment that is open for learning. Our report presents the advantages and limits of Systemic Approach to Physics Study that was under the investigation. Moreover, we discuss the peculiarities of change in teacher and student attitudes towards learning and physics science that were disclosed by qualitative and quantitative analysis methods.