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The purpose of this study is to investigate elementary pre-service teachers’ image of science teaching, analyze the gender differences in image of science teaching, and evaluate restructured 2004 education reform by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C). Two hundred thirteen (213) pre-service elementary teachers from three different western universities participated in the data collection for this study. The results of study showed that Turkish elementary pre-service teachers’ perspective of science teaching style is 20% student-centered, 41% teacher-centered, and 39% between student-centered and teacher-centered. These results give some vital concerns regarding the preparation of future elementary teachers and the in-service development of teaching practice.