Teachers' self-efficacy beliefs and attitudes towards science can play a critical role when teaching science in order to reach the purposes in the Turkish National Education Standarts such as being a role model for students, participating classroom activities, helping students physically to achieve, creating an entertaining learning environment by acting in a dynamic manner, being prepared to classes (MONE, 2001). It is a common belief that both preservice and inservice teachers perceive science as a difficult subject which they feel that they are not ready to teach science in field (Yılmaz & Huyugüzel-Çavaş, 2008) and negative attitudes or nonverbal messages (such as science is not important) of teachers are expected to be transferred to students throughout the science instruction (Riggs, 1991).
    Research paid great attention on the importance of self-efficacy in understanding teachers' and students' behaviors in the learning process (Savran & Çakıroğlu, 2003). Self-efficacy is "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, 1986, p.391). According to Bandura, human behavior is based on the factors that people develop an expectancy based upon life experiences (outcome expectancy) and they develop beliefs concerning their own coping abilities (self-efficacy) and behavior can be observed when they expect desirable outcomes and when they believe their ability to perform the essential behaviors (Riggs, 1991).
    Students' and teachers' attitudes towards science and science teaching has been studied and drew attention in educational research history (Slee, 1964; Haladyna & Shanghnessy, 1982; Thompson & Shrigley, 1986). Attitude towards science refers to a general and enduring positive or negative feeling about science (Koballa & Crawley, 1985). Similarly, attitudes towards science teaching can be referred to a general and enduring positive or negative feeling about science teaching. Developing positive scientific attitudes in students is one of the most important aspects of Turkish science and technology program (MONE, 2005).
    According to given information above, it can be concluded that preservice classroom and early childhood teachers' efficacy beliefs and attitudes towards science teaching are important. When preservice teachers graduate and become real teachers, they will share their knowledge, beliefs and attitudes with their students. This study aims to investigate the attitudes and beliefs of preservice classroom (CT) and early childhood (ECE) teachers towards science teaching. Results may help researchers and curriculum developers to find out the beliefs and attitudes towards science teaching which preservice CT and ECE teachers feel that they feel positive and negative.
    Goals of this study are: a) What are the classroom and early childhood preservice teachers' efficacy beliefs regarding science? b) What are the classroom and early childhood preservice teachers' attitudes towards science teaching? c) Is there any significant differences in efficacy beliefs and attitudes towards science teaching between the two programs (CT and ECE)? d) Is there any significant relationship between preservice teachers efficacy beliefs and attitudes regarding science teaching?

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