In this study, the attitude of 6th, 7th, and 8th grade students towards “Science and Technology” lesson, studying at junior schools of the Ministry of Education and Culture of the Turkish Republic of Northern Cyprus are compared to the opinions of teachers on the attitude of students towards the above mentioned lesson. Science and technology teaching does not only contribute to students acquiring cognitive behaviors, but it also contributes to acquiring affective behaviors. For an individual to acquire cognitive behaviors related to a field of science, he or she needs to have positive feelings, interest, and behaviors towards that field. Literature shows that introductory characteristics like interest and attitude have a substantial contribution to success in a cognitive sense. In this context, the study compares the attitudes of 6th, 7th, and 8th grade students towards Science and Technology lesson, and the opinions of teachers on the attitudes of students. For gathering data, the ‘Attitude Scale towards Science and Technology Lesson’ developed in the 2008-2009 academic year was used for students. For the opinion of teachers on the attitudes of students, a structured interview form was used. Attitude Scale towards Science and Technology Lesson has 2 factors. As a result of the analysis of basic components, first and second factor powers change between .882 and .310, and factors explain 54% of total variant. The inner consistency quotient of the scale (Cronbach Alfa) is .92, and the equal two parts reliability is .91. Descriptive scanning model was used in the study. In order to contribute to future teaching of Science and Technology, the study proposes a new Science and Technology Teaching Program and the updating of textbooks based on this program.