Problem Statement: For being scientific literate individuals; students need to know core content knowledge, transfer this knowledge into the real life situations and use them to solve daily life problems that they face.   In this context, associating with/transferring to daily life has an important role for the today’s and future’s teachers.

Purpose of Study: This study aims to explore pre-service science teachers’ opinions about associating daily life situations with the science contents. With this context, these opinions were identified through these main topics; what pre-service teachers understand the concept of associating science content with daily life, what factors affect the association of science content with daily life, in what extent these association used in science related lessons in college and what differences made using associative in science related lessons on pre-service teachers.

Methods: In this study phenomenological method is used and conducted at Uludag University Education faculty in the 2015-2016 academic years. 39 fourth grade, 36 third grade and 33 second grade science education undergrad students participated in this study. Interview form and semi-structured interview are used to collect data. Data has analyzed using the content and descriptive analysis techniques.

Findings and Results: Result of the analysis showed that pre-service teachers had a superficial knowledge about the associating science contents with daily life. Also they expressed that the most important factor that effect associating science contents with daily life is the teacher himself.

Conclusions and Recommendations: As a conclusion, we can say that preservice teachers had not enough knowledge about associating science content with daily life. In this context, we recommend that the studies, aimed to develop in-service teachers’ skills about the association science contents with daily life, could be conducted by researchers.

Key Words: Science content, pre-service teachers, association with daily life, view.