The purpose of this study is to examine practicing scientists' views of nature of science (NOS) and explore possible relationships between these views and science context. Science educators emphasize teaching NOS through inquiry-based learning experiences throughout science disciplines. Yet aspects of NOS that are agreed upon as relevant to science education have been described in discipline-independent ways. Given the situated nature of learning, we sought to examine how scientists understand recommended aspects of NOS and whether these views vary depending on the science discipline or investigative context of authentic practice. Participants were 24 scientists, representing four broad science disciplines (chemistry, life science, physics, earth/space science) and a variety of approaches (experimental, descriptive, theoretical). Data included questionnaires and interviews. Through intra-group and cross-group comparisons, we examine associations between NOS views, scientific disciplines, and methods of scientific inquiry. Results indicate NOS views are not necessarily related to science context. There appears to be as much variation within groups as across groups. Differences in views seem to be embedded within individual contexts and experiences rather than broader science disciplines. Results support the applicability of advocated NOS aspects across science contexts, and do not support a need to teach different natures of science in the K-12 science arena. We discuss the implications for NOS pedagogy in a variety of contexts. (Contains 3 tables.)