Science and technology course that helps to improve cognitive aspects and enhance the creativity of the individuals is an important part of elementary school education as a core course. Students may gain scientific knowledge, scientific process skills, and attitudes during their science learning process. This study aimed to determine upper elementary students' attitudes towards "science outside school," "science and technology," "school" and "plans for the future." A questionnaire cross-sectional survey method is used for data collection the sample of the study is 191 students selected among the population by randomly. The questionnaire was 5-point Likert-type scale, and its Cronbach Alpha reliability coefficient is 0.83. It includes 6 items regarding students' attitudes towards "science outside school," 6 items regarding "science and technology," 12 items regarding "school," and 5 items regarding "plans for the future." The data have been analyzed by using SPSS 16.0 software. Appropriate statistical methods were used for the examination of data distribution. It was found that students' mean attitude scores ([X-bar] =3.96) for "science outside school," ([X-bar] =4.09) for "science and technology," ([X-bar] =3.50) for "school," and ([X-bar] =3.50) for "plans for the future." It was also examined whether general attitude of the students towards "science outside school," "science and technology," "school" and "plans for the future" varied with respect to gender, grade and age variables. It was found that students' attitude scores varied with respect to gender (p<0.05) in favor of girls and attitude scores for only "science and technology" section. It was found out there was statistically significant difference in favor of 8th grade students for attitudes towards only "science and technology" section. Moreover, it was found out there was significant difference in favor of 15th years old students towards "science outside school," "science and technology" and "school."