This study investigated the perception of aesthetic features within science among 73 pre-service science teachers and its implications for science education. We developed an analytical framework and questionnaire to administer to teachers. The findings revealed notable distinctions in how participants perceived aesthetic aspects, particularly between the 'nature' domain and others. Furthermore, some respondents exhibited negative perceptions, largely due to their naive understanding of the nature of science, while others simply acknowledged contradictions within aesthetic features. The study offers several crucial implications, including that pre-service science teachers should be granted more opportunities for hands-on experiences in the field of science; educational interventions aimed at reshaping pre-service teachers' views on the nature of science are imperative; and there is a need to provide opportunities for pre-service teachers to recognize and grapple with opposing aesthetic features within science. Additionally, explicit education on aesthetics within the context of science is warranted.