The ability to produce arguments is among the important skills that should be acquired by students in the science lesson curriculum. The role of teachers in gaining and developing the relevant skill is undeniable. Therefore, in this study, it is aimed to analyze the generation skills of argument by teachers according to different variables. The research was carried out with 70 primary school teachers working at seven different schools in a district of a metropolitan city in Marmara region, in 2021-2022 academic year. The research was designed according to the survey model, which is one of the quantitative research models. The participants were determined by the easily accessible case sampling method, which is one of the purposive sampling methods. The data were obtained by having the participants write arguments within the scope of the primary school science curriculum (3rd and 4th grade). The arguments produced by the primary school teachers were converted into scores by using the grade rubric. Mann Whitney U Test (U) and Kruskal Wallis H Test (χ²) were used in the analysis of related scores. As a result of the research, it was determined that the argument generation skills of the primary school teachers were at the level of "need to be developed". In addition, it was determined that the scores of argument generation skill differed depending on the variables of gender and education level. In addition to those, it was determined that the scores of argument generation skill did not differ depending on the variables of the seniority in teaching occupation and the class level they were responsible for. In the context of these results, a course called argument generation skills should be added to the curriculum of teacher training institutions.