The popularity and importance of distance education (DE) have increased along with advances in information and communication technologies. Many educational institutions now use DE applications. Today, as the importance of scientific literacy rises, the integration of DE into science education has become obligatory. At this point, this study seeks to shed a light about the attitudes of stakeholders towards DE implementation in teaching and learning of science. One important stakeholders is the science teacher candidates who will play a key future role in science education. The main aim of this study is to examine science teacher candidates' attitudes towards DE, based on selected independent variables (i.e., gender, major, time spent on the Internet, computer experience, participation in DE). The study consists of 181 science teacher candidates. The results show that participants' attitudes towards DE are close to indecisive. Moreover, while their attitudes do not differ according to gender or major, they differ in a statistically significant manner depending on time spent on the Internet, computer experience and participation in DE.