Purpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used the phenomenographic study method, the data were obtained through drawings and interviews. The participants in this research consisted of 145 volunteer students who were studying in science teaching at a state university in Turkey during the 2018-2019 academic years. Content analysis and descriptive analysis methods were used to analyze the obtained data. Findings: Research findings revealed that science teacher candidates' understanding regarding STSE was the superficial correlation of these four concepts with each other. The majority of science teacher candidates had partial information and image of STSE. Science teacher candidates predominantly made drawings and expressed opinions regarding the negative effects of technology on society and environment and negative effects of humans on the environment. In addition, it was observed that the concepts of socioscientific issues, the nature of science and sustainable development were emerged implicitly in the drawings and views of some of the science teacher candidates regarding the STSE. Implications for Research and Practice: In the light of these results, it can be suggested to organize learning environments where the STSE relationship can be learned more deeply by science teacher candidates. It can be recommended to develop sustainable development awareness within the scope of STSE.