The study aimed to investigate the emerging changes in prospective science teachers" attitudes and perceptions towards science, chemistry and laboratory resulting from the implementation of 3E. 5E learning cycles and traditional instruction in laboratory environment in which learning is achieved by doing and experiencing. The study included 74 first grade prospective science teachers from Ondokuz Mayıs University at the Department of Science Education. In the study, quasi-experimental pre-test post-test research design was used. In the instruction of General Chemistry Laboratory courses, 3E, 5E learning cycles and traditional instruction methods were applied to the first experimental (N= 24), second experimental (N= 20) and control groups (N=30) respectively during 10 weeks. Data were collected using a 25-item Attitude and Perception Test towards Science. Chemistry and Laboratory (APT) developed by Köseoğlu and Tümay (2010). APT was used as pre-test at the beginning of the study and post-test after the study. At the end of the study, no significant difference was observed between inter-group attitude scores of prospective teachers (X2= 0.08; p> .05) and perception scores (X2= 0.072; p> .05). it was concluded that 10-week implementation of 3E and 5E learning cycles may not have influenced prospective science teacher's attitudes and perceptions towards science, chemistry and laboratory and longer duration was needed to exhibit positive attitude.