Aim of that study is to determine the level of science teachers’ technological pedagogical content knowledge (TPCK), their attitudes toward to the technology, level of their TPCK and whether their attitudes toward to technology become different or not in terms of various variables and to search the relation between the TPCK level and their attitudes toward to technology. This study was realized by using relational screening model which is one of the methods of quantitative research, with 188 science teachers working in different districts of Istanbul between the academic years of 2016 – 2017. In this study on purpose of collecting data ‘TPCK scale’ and Technological Attitude Scale were used. At the end of the study; all science teachers have been seen as ‘good’ at the all sub-dimensions and throughout of TPCK scale and they have been seen as positive at their attitude toward to technology. When examining TPCK level of science teachers in terms of sex, throughout the TPCK scale and at the sub-dimension of TK, PK, TPK, TCK, PCK, TPCK a significant variation is seen in favor of male teachers. When examining the science teachers’ level of attitude toward to technology in terms of sex; there is a significant variation in favor of female teacher. Between the science teachers’ TPCK level and their technological attitudes positively and a significant relation has been determined.