The present study was conducted to explore the effect of the use of computer-aided and inquiry-based teaching approaches on 7th grade students' anxiety towards science. The research was carried out in the spring semester of 2016-2017 academic year with the participation of 69 students from two classes of a middle school in Kayseri, Turkey. The pre-test and post-test quasi-experimental design without a control group was used. Within the scope of the study, "Reflection in the Mirrors and Absorption of the Light" unit was taught through computer-aided instruction in experimental-1 group, and inquiry-based teaching in experimental-2 group by developing suitable activities for each approach. In the study, data were collected through Science Anxiety Scale. The data were analyzed through paired-samples and independent samples t-tests. According to the results, although both teaching approaches decreased the level of science anxiety, it was seen that computer-aided instruction was more effective than inquiry-based learning. In addition, in terms of five sub-dimensions of the scale, there are significant differences between two groups' post-test scores in favour of experimental-2 group. Lastly, although girls were more anxious towards science based on the pre-test scores, no significant difference was found between post-test scores in terms of gender.