© 2016, Ankara University. All rights reserved.The aim of this study is to investigate relationship between student and science teacher characteristics with student achievement in science at the 8th grade level according to Trends in International Mathematics and Science Study 2011 (TIMSS 2011). The main objective of the international assessment studies is to allow assessing the outputs of education systems by measuring students’ knowledge and skill levels. In this research, Singapore, South Korea, Japan, England and Turkey participating in TIMSS 2011 countries data sets were used. Analysis of the data in the study Hierarchical Linear Modeling (HLM) was performed by analysis. Working in student achievement in science, which is a measure of points 5 fair value of the dependent variable was selected and educational status of the parents of the students, sharing student level student’s educational goals and students’ school life with their families that were used as control variables in the first level. The second level variables selected as teacher variables are grouped under three groups. they are; (1) teachers’ demographic characteristics (2) properties related to the teacher’s course work and teaching (3) are the indices that teachers participate in professional development activities to get the last two years. Teacher ratio describing the level of variance in student achievement in science studies and 7.5% (South Korea) - 56% (England) were in the range. TIMSS 2011 application variables of teacher students’ science achievement of 28.5% of the variance in Turkey, it has been concluded, the student can be explained by the remaining variables. The success of these variables were included in the study between teacher characteristics affecting significantly in Turkey; (ii) job satisfaction, (ii) the use of computers in class, and (iii) they have taken on the information technology index was found to participate in professional development activities. is located.