The purpose of this study is to investigate pre-service science teachers' images towards science learning environment. The study group consists of 39 junior pre-service science teachers (32 female and 7 male) studying in Inonu University in 2016-2017 academic year. Cross-sectional descriptive research method is used in the study. With this purpose, to determine the pre-service teachers' images towards science learning environment, they were asked to draw a science class that they designed in their mind. For the analysis of the drawings, "draw a science class-checklist" was developed by the researchers. During the development process of the checklist, two experts in the field of science education were consulted and a preliminary study was carried with 10 pre-service science teachers. 19 items in the checklist were coded as "yes (1)" and "no (2)". Before the main analysis, 20 randomly selected drawings were evaluated by two independent researchers separately using the checklist for estimation of interrater reliability. Accordingly, percentage of the agreement between the two researchers was determined as 90 % and it was concluded that the data obtained from the checklist was found to be reliable. According to the findings of the study, 69.2% of the pre-service teachers included the classical board in their drawings, whereas only 28.2% of them included the smart board which is in the technology category was observed. It was also found that the teacher's chair was less frequently (51.3%) than the teacher's desk (82%). A similar situation was observed in the drawings for student desk and chair. Considering the drawings in which the number of students can be determined in particular, the average number of students in classroom was calculated as 17. In addition, it was observed that students mostly (% 48.7) sit in square shaped tables with more than one student in every table. Circular or semi-circular student tables, which provide a high level of intra-group communication in multiple sessions, took place in 15.4% of all drawings. When findings related to the seating order were examined, it was observed that 86.4% of the drawings included placement types such as U, horseshoe, conference, and debate shapes in which students can interact continuously with both teachers and peers in learning environments. According to the data obtained from the "information symbols" category; 23.1% of the drawings contains bookshelf and books, 5.1% of scientific posters and maps and 30.8% of contain classroom pin boards used for various purposes. In addition, in the category of "Scientific Labs Symbols" lockers for laboratory materials (66.7%) and experiment tables (74.4%) are also found in the majority of the drawings. Among the laboratory materials erlenmeyer flask exists in the 28.2 %, volumetric flask in the 25.6 %, beaker in the 23.1 %, microscope in the 20.5 % and graduated cylinder in the 15.4 % of the drawings. It is determined that percentage of the three-dimensional scientific models (Earth, DNA, skeleton, etc.) in the drawings is only 2.6%, whereas scientific symbols (formulas, wall drawings, etc.) are 35.9%. It was observed that the contents of the wall drawings were science subject such as astronomy, DNA, atom, periodic table, food pyramid, states of matter and chemical bonds. It was also found that only 12.8% of the drawings consist sustainable environment symbols such as recycling and waste battery boxes and 10.3% consists science laboratory security symbols such as glasses, laboratory coat, fire extinguisher.