Abstract: Attitudes are inferred internal states that appear to modulate behavior. School, particularly classroom, variables such as how well students like their teachers, the science curricula, or the science classroom climate have been found to be key influences on attitudes toward science. This research was framed by activity theory model. The following research question put a light on this research: Is there a significant difference among the attitudes of students towards physics exposed to hands-on laboratory instruction, the attitudes of students exposed to technology supported instruction, and the attitudes of students exposed to curriculum-based instruction? True experimental design was carried out for this research. The participants of this study were 144 9th grade students studying in an all-boys state high school. The students who were in the technology supported classroom constituted the first experimental group while the students in the laboratory based classroom comprised the second experimental group. There was also one control group whose students were taught based on the curriculum. Each group had 48 students. Teacher of three groups was the same person. Data were collected in the physics lessons. In order to determine any change in the students’ attitudes towards physic, "Physics Lesson Attitude Scale" was used. Effect sizes were calculated for the changes in students’ attitudes. Two conclusions can be drawn from the study. First, when students are given a chance to engage with technology supported and laboratory based instructions, they tend to develop more positive attitudes toward physics. And second, there is no difference between the technology supported instruction and laboratory based instruction in terms of their impact on students’ attitudes toward physics.