The aim of the study is determine the pre-service primary school teachers’ opinions about out of school learning. In this study it is appropriated the phenomenological approach which is one the method of qualitative research design. The study group is 37 pre-service primary school teachers from one of the university of Turkey. In the study it is used an open-ended questionary form which is developed by the researchers and controlled by the specialist. The form consists of eight questions which can find out the pre-service primary school teachers’ opinions about out of school learning. The data collected by written forms and analyzed by descriptive analysis. According to results it is found out that pre-service school teacher’ opinions grouped in three themes that (i) perception of out of school learning environment, (ii) place of out of school learning in the science curriculum, (iii) dimension of teacher on the out of school learning. According to results; it is found out the opinions that out of school learning is important for science teaching, the role of teacher is different from out of school learning environments than in the classroom, the aim of new science curriculum is coherent and these environments are structured the knowledge. Furthermore students can learn by doing, get the inquisitive perspective, active during the process, get the scientific process skills as observing etc. however the difficulty of the controlling the learning process, time, supervision etc. are the disadvantages Preparing a learning environment in which students will feelcomfortable and do in-depth interrogation is important for a high levelof learning to occur. Curricula that have changed in recent yearsemphasize the importance of such issues as out-of-school learningactivities, practice, research and interrogation especially in courseswhich have a close relationship with daily life like Science. In Turkey, inthe curriculum of the course of Science updated in 2004 and 2013, it ispointed out that what students have learnt should be associated withdaily life (Ministry of National Education, 2013). This association cannot be achieved at all only with activities to be carried out in classenvironment. In this respect, out-of-class activities to be organized byteachers will help students both enjoy Science and internalize abstractconcepts in an entertaining and instructive manner. According to theresults of related studies, teachers believe that educational activitiescarried out in out-of-class environments are influential on students’learning, yet they do not favor these activities (Carrier, 2009; Güven,Gazel and Sever, 2004; Moseley, Reinke and Bookout, 2002; Orionet.al., 1997; Simmons, 1998; Tatar and Bağrıyanık, 2012; Yeşilyurt,2012). Therefore, the present study was based on the assumption thatidentifying the relationship of preservice teachers’ perceptions regardingout-of-school science activities and their roles in the process with thecurriculum of Science will determine their potential to carry out such activities in future. In addition, the study aimed at determining whatthe out-of-school science activity environments were according to thepreservice teachers, what their out-of-school science activity behaviorgoals were and what the place of out-of-school science activities was intheir education lives.In the study, the phenomenological approach, one of qualitativeresearch designs, was used. The research group was made up of 37third grade undergraduate students from the department of PrimarySchool Teaching from a university. In the study, as the data collectiontool, a question form including open-ended questions developed by theresearchers and tested by experts for its appropriateness was used.This form was made up of eight questions to determine primary schoolteaching students’ views about out-of-school learning environments.The participants who were determined on voluntary basis were giventhree days to respond to the questions in the form. The data werecollected via the participants’ responses to the data collection form. Inthe study, the data were analyzed with descriptive analysis technique.Also, before the analysis of the data, for the purpose of having a holisticviewpoint, the documents belonging to each participant were read a fewtimes to learn about the study group and to recognize the codes. Withthe Descriptive Analysis Technique, the data were analyzed by tworesearchers independently. Following this, the analyses were combinedfor consensus. The data were first analyzed examining the statementsand then the words one by one. With the help of the codes obtained as aresult of the analyses, the categories were determined. Depending onthe categories, the themes were determined. While determining thethemes, the open-ended questions directed to the preservice teacherswere taken as basis, and in line with the preservice teachers’ responses,the interrelated questions were combined.As a result of the analysis of the data, it was seen that the viewsof the primary school teaching preservice teachers about out-of-schoollearning activities within the scope of science courses were gatheredunder three themes: “Out-of-school learning environment perception”,“Teachers in out-of-school learning environments” and “Place of out-ofschoollearning environments in curriculum”. The sub-themes related tothe theme of out-of-school learning environment included “Advantagesand disadvantages of out-of-school learning and learningenvironments”. Regarding the sub-theme of “Learning Environments”,all the preservice teachers participating in the study regarded “ScienceCenters” as an out-of-school learning environment. In addition, zoos,natural life parks and museums were reported to be among the mostfrequent out-of-school learning environments. According to the subthemeof advantages of out-of-school le