The aim of this study is to determine the effect of context- and problem-based instruction in biology course on attitude, motivation and problem-solving skills. The sample of the study was consisted of totally 106 students who were attended 11th grade from a high school in Erzurum. A quasi-experiment design with pretest-posttest control group was employed. The data were collected by “Attitude Scale towards Biology Course”, “Motivation Scale towards Biology Course, “Problem-Solving Inventory”. The data were analyzed through mean values, standard deviation and independent-samples t-test. The findings showed that the attitude, motivation and problem-solving skills level of both experimental group and control group were high. The findings also indicated that there was no statistically significant difference between groups.