Despite the great interest in student’s attitude towards science (ATS) in the scientific community, little is known in the field of special education. This study uses a pre-post-analysis to examine how methodology influences the attitudes of 16 students with intellectual disabilities in the second cycle of Transition to adulthood. Results show a medium initial level of ATS that significantly improved after the intervention. In-depth interviews added that students’ perception of science is something disconnected and unhelpful for their personal and professional future. This finding has important implications for this type of education, such as an urgent need to change school teaching to a style that is not only more active, but rooted in students’ daily lives and interests. Steps must be taken to improve their awareness of the real importance that science has in the world and for their lives.
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