The aim of this study is to examine the effect of mobile learning supported science teaching on eighth grade students' Science, Technology, Engineering and Mathematics fields and Information Technologies Self-Efficacy and to determine students' views on this process. For this purpose, a quasi-experimental design with pre-test post-test control group was used in the study. The study group consisted of a total of 45 students, 25 in the experimental group where the mobile learning supported 5E learning model was applied and 20 in the control group where the 5E learning model was applied. The applications in the experimental and control groups took place in a total of four weeks. Science, Technology, Engineering and Mathematics Career Interest Survey, Information and Communication Technologies Self-Efficacy Perception Scale and semi-structured interview form were used as data collection tools in the study. As a result of the analysis of the data obtained; it was determined that mobile-assisted science teaching had a positive effect on eighth grade students' STEM interests and self-efficacy levels. In addition, students stated that mobile-assisted science teaching increased the retention of knowledge, facilitated understanding of the lesson, and was instructive and fun. Depending on the results obtained from the research, it was suggested that mobile assisted science teaching should be used in different units of the Science course in order to see the effect of mobile assisted science teaching on different variables more clearly.