In science curriculum life skills have been defined as the basic skills for accessing scientific knowledge and using scientific knowledge. These skills are defined as analytical thinking, decision making, creative thinking, entrepreneurship, communication and teamwork. The aim of this study is to examine the opinions of the classroom teachers regarding the upskilling life skills involved in the science program to the primary school students. Phenomenological research design was used in this study. Interviews were held with nine classroom teachers determined by the criteria sampling method. The data were subjected to content analysis. Most of the teachers who participated in the research indicated that, the science course contributed to the development of life skills. Teachers said that in order to be able to develop these skills, they mostly used student cantered method-techniques. Teachers ventilated that, they observed the progress of these skills through observations, written exams, and behaviours during the course and project work. Teachers have said that the families and school administration are influential on the development of these skills. In order to increase the contribution of the science course to the development of life skills, various teaching materials and activities suitable for the age group might be prepared and in-service trainings might be organised.