The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science. The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application. The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.