Associating the information intended to be learned in line with the achievements of the science course with daily life, following current situations, and developing solutions to possible problems are among the important skills that students should acquire. This study aims to determine the level of science teachers' ability to establish a real life relationship with the subjects in which students have difficulty in their lessons. The research was conducted with a case study, one of the qualitative research methods. The participants consisted of 13 science teachers selected by criterion sampling method. Data were collected through semi-structured interviews and analyzed descriptively. The findings of the study were evaluated within the scope of the difficulties experienced in relating the lesson to daily life, current thoughts, experiences, and life-based learning approach and two important conclusions were drawn. The first one is that students experience learning difficulties in subjects that teachers characterize as unrelated to daily life. The second is that most of the teachers are aware of the life-based learning approach, but they have difficulties in implementing it and cannot adopt it sufficiently.