The aim of this research is to determine and compare candidate teachers' level of relating scientific information with their daily lives. The teachers were studying in the 1st and 4th classes in Atatürk and Caucasian Universities, Education Faculty, Elementary School Science Teaching Department during the 2012-2013 academic year. The research was carried out on a sampling group made of 120 individuals. Survey of science and technology usage in daily life was used as data collection tool. The obtained quantitative data were evaluated in SPSS 17.0 program. When the sources used in obtaining scientific data in the daily life of teacher candidates were compared in terms of gender, it was found that there was no statistically meaningful difference between answers; on the other hand, when the comparison was made in terms of their grade and university education, it was seen that there were differences between answers in terms of sources of obtaining scientific data. When sources of what teachers use in solving the problems they face in daily life are compared in terms of gender and university attended, it was found that there was no statistically meaningful difference between answers; on the other hand, when the comparison was made in terms of class variable, it was determined that there were statistically meaningful differences between answers (except managers' ideas). It was determined that candidate teachers could transfer their knowledge on the field of physics to their daily lives. But it was also determined that the transfer level of knowledge on the field of biology was less than the transfer level of knowledge in the field of physics; and transfer level of knowledge in the field of chemistry was less than the transfer level of knowledge in the field of physics and biology. Using the class variable of candidate teachers, there was a meaningful difference between transferring scientific knowledge to daily life in terms of physics and chemistry; there was no meaningful difference in terms of the field of biology. At the same time, there was no meaningful difference on the issue of transferring knowledge in physics, chemistry and biology knowledge to daily life according to gender and university variables of candidate teachers.