In this study, it is aimed to reveal the applicability of values education in sciencecourse as well as courses in social sciences. Qualitative research method was used in the study. Teachers’ views on the definition of the concept of value of science teachers, the rationale of values education in science course, the achievable values and related units, the applicability of the current conditions, the tools and materials suggestions and the place of values education in the science curriculum and values education suggestions with examples from daily life issues were obtained through a semi-structured interview consisting of seven open-ended questions. Teachers' views on the applicability of values education in science course were classified by the researcher and a teacher with themes and codes. As a result of the study, it was seen that the teachers made factual, individual-specific and social definitions to the concept of value. In addition, it is stated that since science course is a course that can be adapted to daily life and focuses on nature, living things and people, value should not be considered specific to certain courses and it is a concept that can not be separated from science course; many values are listed in this course. In addition, it was stated by the majority of teachers that the time was not sufficient for values education in science course, it was emphasized that it was difficult to acquire value in science course due to negative reasons such as the crowded classrooms, lack of students' readiness, and exam-oriented education system. The teachers said that they will gain values with learning by doing and experiencing, and taking role models in science course. Most of the teachers stated that there is not enough value education in science education curriculum by listing various reasons. Finally, the majority of the teachers who participated in the interview emphasized that values education would be possible with the use of vital examples, internalizing the necessity of nature and living things, through concrete activities and by directly involving the students in the process or adapting the out-of-school life to the school.