In recent years, studies that are conducted in Turkey and around the world about thinking skills, critical thinking skills, problem solving ability, determining the learning needs, learning how to learn, applying the learning, and collaborative learning support the idea that student-centered learning environments enhance students' success in science classrooms. Problem-based learning (PBL) is one of the examples of student-centered learning environments. In this study, the effects of PBL on student teacher's learning of Electrolysis and Battery subjects and their attitudes toward the chemistry courses were investigated in the Hacettepe University, Faculty of Education, Science Education Program. An experimental design was used in the research. The instruments used for data collection were Science Process Skills Test, Electrochemistry Achievement Test, and Chemistry Attitude Scale. PBL was used with the experimental group students and their chemistry achievement was found to be higher than the control group that was taught by traditional teaching methods. Also the experimental PBL group's chemistry attitude scores were higher than that of the control group.