Learning science history contributes to student development in many aspects. It improves scientific thinking and inquiry learning skills and helps students gain a critical perspective. For this reason, it was aimed in this study to determine knowledge level of high school students regarding science history. The screening model was used in the study and the sample consisted of 9th grade (N= 30) and 10th grade (N= 57) students of an Anatolian high school in the province of Gumushane. A survey consisting of four open-ended questions which was developed by the researcher upon examining 9th grade outcomes and receiving opinions of experts was used for data collection. The data was evaluated using the descriptive analysis method. It was found as a result of the study that the students had inadequate and incomplete knowledge about contributions of early civilizations and scientists to science, development of scientific knowledge throughout time, and scientific stories. The students usually showed that they had superficial and commonplace knowledge. The fact that students had inadequate knowledge even though helping students learn about science history is among the outcomes of the educational program might be associated with insufficient emphasis on science history in textbooks and by teachers. In accordance with these results, it is believed that activities related to science history in different disciplines may help students understand science history.