The aim of our study was to investigate the effect of scenario-based learning on eighth-grade students’ perceptions of scientists. We used a semiexperimental design to conduct our research with 36 students from the eighth grade, who were divided into experimental and control groups. We collected the data through a “Draw-a-Scientist Test,” an opinion form, and semistructured interviews. According to the findings we obtained from the drawing test, students have stereotypical perceptions of the scientists’ working environment (indoor/laboratory). But the results showed that scenario-based teaching affects eighth-grade students’ perceptions of scientists and moves them forward on two points: (1) the physical appearance of the scientist (drawing characteristics in the head area, accessories, clothing features, etc.) and (2) symbols of knowledge (encyclopedia/books/notebook, writing board) and research (test tube, magnifying glass, experiment glasses, etc.). In the light of these findings, we propose some suggestions regarding the use of scenarios in education to affect students’ perceptions of scientists.