The aim of this study is to determine the awareness of science teachers about socio-scientific issues, the methods and techniques used in the teaching of socio-scientific issues, and the suggestions about effective teaching of socio-scientific issues. The sample of the study consisted of 75 science teachers (50 women, 25 men) who serve in various regions of Turkey. All participants answered the questionnaire consisting of open-ended questions. Afterward, interviews were conducted with 10 selected teachers. Content analysis was used to analyze the data. By the content analysis, it is aimed to reach the relations and concepts that can explain the collected data (Yildirim and Simsek, 2013). When the findings of the open-ended questionnaire were examined, it was determined that teachers did not associate the definition and content of the concept of the socio-scientific issue with science and they have a low level of awareness about the content. In addition, it was observed that the teachers mostly use the discussion method in the presentation of socio-scientific issues. Teachers also stated that the number of the outcomes included in the curriculum and number and diversity of socio-scientific issues in the textbooks are insufficient and they should be increased.