The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the attitudes of the teachers. It was found that in-service elementary level and science teachers had positive attitudes toward science and science teaching. They accept scientific theories as uncertain changeable truths while scientific laws are perceived as unchangeable certain truths. They also have problems in understanding the acquisition of scientific knowledge either from observations and experiments or from authorities. For science teaching, they agree on the use of a student-centered approach for teaching science courses. On the other hand, they strongly support a teacher-centered approach at the same time. The means of the sub-scales of STAS-II in this study showed very strong similarities to the previous studies that used STAS-II in Turkish context.