In the study, it was aimed to determine and compare the perceptions of science teaching students and mathematics teaching students towards science learning skills. The research was carried out using descriptive method and scanning model. The universe consists of students studying at a university located in the west of Turkey, and the sample consists of students from science and mathematics teaching. The Science Learning Skills Scale adapted to Turkish by Senler (2014) was used in the study. The scale used in the research consists of scientific inquiry and communication subscales, and these subscales also consist of four dimensions. No significant difference was found in terms of gender and department variable in the dimensions of proposing questions and hypotheses, planning and analyzing data, interpreting and reaching conclusions of the scientific inquiry subscale. While there was no significant difference according to the gender variable in the experimental and data collection sub-dimension of the scientific inquiry subscale, a significant difference was found in favor of the science teacher according to the department variable. There was no significant difference in the dimensions of expressing, evaluating, interacting, and negotiating the communication subscale in terms of gender and department variables.