In parallel with the changes and developments in education in our country, there are changes in transition exams to secondary education. Factors such as the large number of young people, the low number of schools, teachers and qualified schools, taking into account the scores of students in the exam when they are placed in a higher education level have made the central examination system compulsory (Bakırcı & Kırıcı, 2018). In the Turkish education system, the High School Entrance Exam was administered for the first time in the 1997-1998 academic year, and students were placed in secondary education institutions with a central examination (Kuzu, Kuzu & Gelbal, 2019). The exam is held in two sessions, morning and noon. There are a total of 50 questions in the verbal section and 40 questions in the numerical section (MoNE, 2019). There is no study in the literature in which science education students' achievements regarding LGS biology questions were evaluated and their opinions were taken. In this respect, determining the success of science education students in LGS biology questions and their opinions about this exam and evaluating the outcomes in this direction will make a significant contribution to science education. In addition, in the 2023 Vision document, it is important to emphasize that the content of the exam will be arranged in the direction of the use of mental skills such as reasoning, critical thinking, interpretation, prediction and similar. The fact that the exam samples prepared according to this content will be shared with the teacher students on a regular basis will enable the teachers to adopt the exam approach and the students to prepare according to this approach. Therefore, in order to transform these goals into healthy action plans, it is possible to work with teacher candidates studying at universities should be in cooperation. The aim of this study is to examine the success of science education students towards the biology questions asked in the entrance exam to high schools. In addition, it is to reveal the students' views on the biology questions asked in the high school entrance exam. For this purpose, answers to the following questions were sought in the study: 1. What is the level of success of science education students regarding the biology questions asked in the transition to high schools? 2. Do science education students' achievement of the biology questions asked in the transition to high schools differ according to the gender variable? 3. Do science education students' achievements towards the biology questions asked in the transition to high schools differ according to their grade level? 4. What are the opinions of science education students regarding LGS biology questions? Scanning model was used in the research. Scanning models aim to describe a past or present situation, as it exists (Karasar, 2010). Easily accessible sampling method, one of the purposeful sampling methods, was used in the study. Participants of the study consist of a total of 211 1st, 2nd, 3rd, 4th grade students studying in the Science Education Department of the Mathematics and Science Education Department of a state university in Ankara in the 2019-2020 academic year. In the study, as a quantitative data collection tool, the test consisting of the biology questions asked by the Ministry of National Education General Directorate of Measurement, Assessment and Examination Services between 2018-2019 was used. The validity and reliability studies of the achievement test prepared as a draft were carried out by the researchers. The reliability coefficient of the test was found as KR20= .72. Within the scope of validity and reliability studies of the test, item analysis was performed with the ITEMAN program. The quantitative data in the study were analyzed with the SPSS 26 program. A semi-structured view form developed by the researchers was used as a qualitative data collection tool. The form consists of 3 open- ended questions. For the validity of the semi-structured opinion form, the opinions of three experts in the fields of biology and science were taken, the necessary corrections were made in line with the suggestions and the form was finalized. Because of the research, it was found that students' achievement levels for biology questions were at a medium level and did not differ according to gender. According to the analysis results, there is a significant difference between 1st and 2nd grades and 3rd grade. There is a significant difference between the achievement scores of the 2nd and 3rd grades and 4th grade students. In the research, science education students mostly think that exam is sufficient in distinguishing successful/ unsuccessful students. The majority of the students stated that the exam questions were based on interpretation. In addition, science students stated that when they become teachers, they will use mostly student-centered methods that will enable learning by doing and experiencing to increase the success of their students in exams. It is known that there are questions that require using higher level thinking skills in the transition exams of middle school 8th grade students. In the undergraduate courses taken by candidates who will become teachers for these students, activities that develop their scientific process skills, critical and analytical thinking skills can be included. The reasons for pre-service teachers to choose different methods-techniques to be used in their professional life can be investigated in terms of contributing to the field.