The purpose of this study is to investigate the effect of explicit-reflective nature of science (NOS) instruction on Turkish prospective chemistry teachers' (PCTs) views of NOS. In the research, case study as a qualitative design was used and PCTs' views were examined thoroughly. The participants of the study consisted of 22 senior PCTs. Data collection tools were Views of Nature of Science Questionnaire-Form C and interviews conducted with the participants. Content analysis was used for the examination of the data. The findings of the study showed that there was a major development in PCTs' views of NOS. Before the instruction, the majority of the participants held naive ideas and had misconceptions regarding NOS. After the explicit-reflective NOS instruction, their misconceptions were reduced and their views of NOS became more informed. The developments in their NOS views were the most significant in empirical, theory-laden, and creative-imaginative NOS aspects as well as social-cultural embeddedness in science. However, the changes were the least significant in views of the tentative NOS and the relationship between scientific theories and laws. Some implications for teaching NOS were discussed in light of these findings.