The aim of this study is to find out effects of science teaching through Science-Technology-Society [STT] approach on elementary school students' creative thinking skills, attitudes towards science lesson, and academic success. To this end, a quasi-experimental pretest-posttest design without the control group was used among quantitative research models. The study participants were composed of 6 classroom teachers who had previously taken in-service training [IST] on STS approach and their students (N=273) selected through random sampling. Study data were collected by using the Creative Thinking Skills Scale (CTSS), Science and Technology Course Attitude Survey [STCAS], and Academic Achievement Test [AAT]. The data were analyzed by conducting one-way ANOVA test with SPSS. The results showed that the students in STT classes could improve their creative thinking skills, attitudes towards science course, and academic achievement compared to their peers in the classes. It can thus be useful to encourage teachers to perform teaching based on approaches addressing science-technology-society relation. As another recommendation, it is suggested to prepare professional development programs.