This study aims to determine the effect of scenario-based teaching based on socioscientific issues in the life science courses on decision-making skills, attitudes towards the course, and academic achievement of primary school students. The research was conducted during the life science course and scenario-based teaching activities in the context of socioscientific issues were implemented for 8 weeks. Pre-post and retention tests were used to measure the changes in decision-making skills, attitudes towards the life science course and academic achievement of primary school students. Based on the results of the study, the scenario-based teaching process implemented about socioscientific issues significantly increased primary school students' decision-making skills, their attitudes toward the life science course, and their academic achievement both during and at the end of the process a significantly broad effect (p<0.05). Moreover, the difference between the mean scores was statistically significant (p<0.05), with an average score of 30.53 in the first week and 47.95 in the last week from the alternative measurement tools included in the activity forms throughout the process. The process of scenario-based teaching process based on socioscientific issues, makes the course more relevant and accessible to students by integrating real-world problems into the learning process, which leads to an increase in their academic achievement. In this context, it is expected that this process will be used at different education levels (secondary school and high school).