The purpose of this study was to investigate the effects of learning cycle method in university general chemistry laboratory on students’ conceptual change; attitude toward science, chemistry and laboratory; and perceptions of science. The sample of the studyconsisted of 40 freshman students. A pretest posttest control group design was used. The subjects were divided into experimental and control group randomly. The experimental group was taught through the learning cycle method while the control group was taughtthrough the verification method. Both groups were exposed to the same concepts and principles in the experiments. The collected data were analyzed by using t-test and covariance analysis. The results showed that the learning cycle method was significantly more effective in promoting students’ conceptual change than the verification method. However, there was no significant difference between both groups in terms of students’ attitude toward science, chemistry and laboratory, and their perceptions of science.