In the study, the effect of using context-based learning by the pre-service science teachers in teaching physics on their levels of associating the subjects with real-life was explored. According to this purpose, the associating levels of the pre-service teachers, educated with the context-based learning, with physics lesson, which is thought to be directly interrelated with mathematic, and with music and sports lessons, which are not thought to be very related have been investigated. In the study, the applications were carried out with 30 pre-service science teachers, studying at the fourth class of the university, for one year. The study was experimental and the single-group pre-test post-test design, which is considered within the scope of weak experimental designs, in which data are examined considering effects of the experimental procedure on a single group using pre-test and post-test, were used. The data were collected with the help of open-ended questionnaires on context-based learning applications of learning areas. These questionnaires were prepared to determine the knowledge and developments of the participant pre-service teachers about the relationship between physics and real-life before and after the activities. The questionnaire prepared in line with the common opinions of the four science researchers with knowledge of qualitative researches consisted of the question as " Does the ……. learning area has the relationship with the real-life? If there is, write down all the usage areas you know and explain how it is used." At the end of the study, we found out that the pre-service science teachers associated the physics subjects with daily life easier, created new contexts and became aware of relationships that they were not aware of before. It can be claimed the skills of being aware of the physics in daily events, interpreting the events in terms of physics and understanding and interpreting the application areas of the laws of physics were developed.