The aim of this study is to determine how the pre-service elementary school teachers (N = 46) who are studying in the 3rd grade of the faculty of education relate socioscientific issues within the scope of the 3rd and 4th grade learning outcomes of the 2017 Science Education Curriculum. Qualitative research method was adopted in this study and document analysis was conducted within the scope of the files presented by the participants. Together with the pre-service elementary school teachers, the 3rd and 4th grade learning outcomes in the Science Education Curriculum were examined and 6 different socio-scientific issues were determined within the framework of these learning outcomes. Then, pre-service elementary school teachers were asked to prepare a lesson plan on how to relate these issues in their courses and they were given 3 weeks. Content analysis was conducted for each socio-scientific issues. Content analysis was conducted by the researchers together. As a result, socioscientific issues emerge with examples in many areas. In the study, it is seen that socio-scientific issues can be related with many different examples presented by preservice elementary school teachers. When the related examples on learning outcomes examined, it is seen that all examples are presented by the participants as dilemmas in which the advantages and disadvantages are presented.