The utilization of animation tools in science education facilitates the comprehension of complex and abstract concepts by students, rendering the learning process more effective and engaging. This raises the question of how teachers perceive these tools. The primary aim of this study is to explore the perspectives of science teachers regarding the use of animation tools in science education. The research was conducted with 14 science teachers who participated in an elective course during their master's degree program in the 2023-2024 academic year. The study group was formed using criterion sampling methodology. The research employed a qualitative approach with a phenomenological design. Data were collected through an interview form prepared by the researchers. The data obtained from the participants were analyzed using content analysis, generating codes, categories, and themes. The findings indicate that the majority of science teachers view these tools as facilitators of learning and consider the use of animation tools in science classes essential. Teachers also reported a preference for Power Point animation due to its unlimited Access and ease of use. Another significant finding is that teachers believe these tools positively impact the learning process and enhance students' academic performance. The results of this study are compared with the existing literature, and recommendations are provided.