A sufficient number of science-literate individuals who can follow the constantly evolving scientific knowledge are required to be able to provide the services in the units that make up the sub-dimensions of the social system. Hence, the important thing is not to bring up individuals who know everything about science, but to bring up individuals who can do research, ask questions, reach scientific knowledge using scientific thinking, and even use this knowledge to solve problems encountered in daily life. Following from this point, the purpose of this study is to examine whether there are statistically significant differences between the science process skills of Science Teaching majors from different genders, universities, and high schools. Survey methodology was used for the study. The sample for the study consisted of a total of 355 senior Science Teaching majors from four different faculties of education. The analyses conducted show that the science process skills of Science Teaching majors differ significantly from each other on the basis of gender, university attended, and high school graduated from. (C) 2010 Published by Elsevier Ltd.