This study aimed to contribute to the literature by evaluating preservice science teachers' responses to the Views of Nature of Science Questionnaire, Form C (VNOS-C). The participants of this comparative descriptive design study were 28 preservice science teachers. According to the assessment conducted using the VNOS-C technique (one-to-one matching), most participants had a "na & iuml;ve" aspect of the Nature of Science (NOS) including observation-inference, the role of creativity and imagination, subjectivity, theory-law and empirical nature used to generate scientific knowledge. However, from the authentic approach with sociocultural perspective, the number of participants expressing "na & iuml;ve" views decreased, and the number of participants with "informed" and "transitional" views increased. The study suggests that analyses of the NOS from a sociocultural perspective may be a better method of judging students' understanding of the nature of scientific knowledge.