Elementary school teachers’ having a positiveattitude toward science teaching might encourage students to develop positiveattitudes toward science learning. This cross-cultural study aimed to validatethe seven-factor structure of the Dimensions of Attitude toward Science (DAS)scale by applying it in two countries. Moreover, it aimed to determine thepercentage distributions of in-service elementary school teachers’ attitudes onthe confirmed seven categories. The DAS scale was translated into Turkish andSpanish and administered to 185 teachers in Burdur and 202 teachers in Almeria.Multi-group confirmatory factor analysis confirmed that the factor structuresof the translated scales for the two countries correspond to the sameseven-factor structure by fitting the theoretical model. The DAS scale wascompatible for both countries at an adequate level. In both samples, most ofthe teachers were against gender stereotyping in the science teaching/learningprocess, and they indicated they did not have any anxiety, fear, or stresstoward teaching science. The crucial difference between the two samples wasseen in the teachers’ responses to items measuring “Enjoyment” and “PerceivedDependency Context Factors.”