The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is a quasi-experimental study. The experimental group consisted of 20 students, and the control group consisted of 21 pre-service teachers. While the teaching probability argumentation based science learning approach was applied to the teacher candidates in the experimental group, traditional methods were applied to the control group. As a data collection tool, the Probability Achievement Test with 15 open-ended questions, which was prepared by the researcher himself, was used. As a result of the application, statistical significant differences were found between the probability successes of the experimental group and control group in favor of the experimental group.