INTRODUCTION In continuous interrelation with the science world, universities are places in which scientific thoughts are discussed at a theoretical level and new knowledge and methods are developed through experimental studies and research. The universities located in the center of research and development, they should prove to be the institutions that perceive scientific and technological advances in the world in the quickest way possible. Being able to update research and teaching on the basis of these advances is the most tangible proof of perceiving scientific and technological advances in a proper way. In 21th century, taking place in the changing world stage of college students, adapting themselves to change experienced in and being creative in the existed opportunities come to prominence increasingly (Peat et al., 2005). Learning the cell, the smallest structural and functional unite of all biological systems, through laboratory practices and experimental methods means comprehending the fundamental principles of biology. In other words, once one has mastered the cell, it will have learned the main principles of the other subjects included in biology. It is one of the necessities of modern age to have a meaningful, sensible, economical and rational learning methodology. In order to ensure meaningful and permanent learning, people are expected to be involved in the learning process in an active manner. The laboratory is the place of active learning in basic sciences. Laboratory practices give students opportunity to learn by understanding (Gardiner & Farragher, 1999). It is essential that the subjects included in the course “Cytology” should be covered in parallel with laboratory practices, as is the case for each branch of biology. Laboratory studies enable students to get involved in conscious and permanent learning in lessons. PURPOSE OF THE STUDY The purpose of this study is to identify the problems that are experienced and the target behaviors that students are expected to develop during the laboratory part of the course “cytology”. Great care is taken to carry out an objective evaluation with a consideration into students’ opinions and recommendations. The study is also a “self-evaluation” or “selfcriticism” with a case study on the Gazi Faculty of Education, Gazi University. The subproblems are the skills students taking a laboratory course in “cytology” develop, their opinions as to the way the course is taught, their opinions about the efficiency of current laboratory facilities, their opinions concerning the contributions of the course to their teaching skills, and their opinions concerning the recommendations made to enable the course to be taught in a more efficient way.