This study intended to explore preservice elementary teachers&rsquo / science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females / n=216 males / and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo / personal science teaching efficacy beliefs and outcome expectancy.

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