In this study, the aim is to analyze opinions of engineering students on science literacy. Research participants constitute of a total of 143 students attending construction engineering department in a university located in the Eastern Black Sea region of Turkey. In this study in which survey model was adopted, data obtained through a form containing open-ended questions were analyzed using the content analysis method. Engineering students defined science literacy mostly as "knowing, understanding, interpreting science subjects", "constantly following scientific and technological developments related to science", "making academic studies, writing articles in fields of physics, chemistry and biology" and "receiving or having received education related to science". Students indicated that physical sciences had application especially in the field of engineering, they are cornerstone of the engineering profession, and thus physical sciences are important. Students mostly indicated that laboratory applications were important for science literacy since they ensured practical learning, gaining experience, effective and lasting learning, seeing that theoretical knowledge worked in real life, making learning easy, concretization and allowing transformation of theory into practice. In line with research findings, it was seen that engineering students defined science literacy generally in accordance with literature, and in higher years, students' definitions of science literacy varied.