Research has primarily adopted explicit measures to examine students' scientific attitudes towards psychology (Friedrich, 1996). Such measures have been found to be influenced by social desirability characteristics, however (Bartels et al., 2009). Moreover, explicit measures that are more direct tend to yield less scientific attitudes towards psychology compared to less direct ones (Hartwig & Delin, 2003; Provost et al., 2011; Webb, 1988). In this experiment, introduction to psychology students and upper year psychology students completed a go/no-go LDT to explore students' implicit attitudes towards psychology (Perea et al., 2002). Using this procedure, psychology's implicit associations with "science", methodological terminology, as well as scientific and psychological attributes were assessed. The data showed that implicit "science-psychology" and "psychology-methods" associations increase with greater exposure to the psychological curriculum. These results suggest that students' propensity to associate psychology with science after obtaining greater psychology-specific education can be observed at an implicit level.