The influence of the constructivist approach on education programs all over the world has been increasing dramatically in recent years. Constructivist approach has also become a key figure shaping the curriculum reforms in Turkey. Since 2005, some revisions have been made on Turkish science education program in parallel to the central tenets of the constructivist approach. As the compulsory education was increased to 12 years in 2012, science education program was decided to be renewed in the following year. This study aimed to uncover the thoughts of science teachers about science education program renewed in 2013. For that purpose, a structured open-ended instrument was completed by science teachers applying to a summer science camp. Qualitative data collected from open-ended questions was analyzed using a content analysis approach. The result of the study indicated that science teachers had both positive and negative thoughts about renewed science education program. Majority of them expressed their satisfaction with the plain and the comprehensible nature of the new program. Besides, increased number of activities were considered by teachers as one of the most positive aspects of the new program. The teachers indicated their gladness to the promotion of inquiry-based teaching of science in the program. On the other hand, crowded classrooms and insufficient resourses in laboratory were identified by teachers as the potential barriers in front of the effective implementation of the student-centered activities in the program. Teachers criticized the inadequacy of training given to practicing teachers about the new curriculum and the lack of adoption and comprehension of the revised program by all the stakeholders; namely teachers, students, parents and administrators.