The purpose of this study was to investigate the views of inservice science teachers on the nature of science (NOS) and scientific knowledge, which is a requisite for scientific literacy. Descriptive method is used in this study. The Views of the Nature of Science (VNOS) questionnaire, Form-C, developed by Abd-El-Khalick, Lederman, Bell, & Schwartz (2001) was utilized to collect qualitative data on science teachers’ views about NOS. A total of thirty-two science teachers who work at several primary schools in Zonguldak, Turkey formed the sampling of this study. Analysis of responses to the open-ended questionnaire indicated that most of the inservice science teachers have alternative conceptions about NOS in terms of understanding of the empirical and tentative nature of science, and the role of creativity in science and the relationship between theories and laws. Moreover, participants failed to explain subjectivity of scientific knowledge and the distinction between observation and inference in the processes of science with aspects of the NOS. On the other hand, they had adequate understandings of the role for social and cultural factors in the construction of scientific knowledge.