In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high schools in Turkey. Data obtained from the sample was analyzed using a one-way ANOVA analysis. The findings indicated that students in the experimental group made more positive improvement in attitude towards physics than the control group. Thus, teachers may integrate problem based strategies in their teaching practice and let their students increase their positive attitude toward physics. As a result of this increase, students could have better success in physics. (Contains 4 tables and 1 figure.)