The lecture approach remains a common teaching method in chemistry education. This study aimed to investigate its impact on students' attitudes towards chemistry, focusing on overall, cognitive, affective, and behavioral dimensions. A pre-test and post-test control group design was employed. This study involved 30 first-year undergraduate chemistry students from Madurai District, Tamil Nadu, India. Data were collected using pre and post-tests administered to the control group. Paired t-tests were used to compare pre-test and post-test scores, with significance levels of 0.01 considered. The lecture approach significantly improved students' overall attitudes towards chemistry (p<0.01), with the pre-test mean of 66.50 increasing to 80.75 post-test. However, when examining individual attitude components, no statistically significant changes were observed in cognitive (pre-test: 83.90, post-test: 90.45), affective (pre-test: 84.65, post-test: 85.90), or behavioral (pre-test: 78.55, post-test: 84.20) attitudes. This study reveals that the lecture approach can positively impact overall attitudes towards chemistry. However, its effects on specific attitudinal components (cognitive, affective, and behavioral) were not statistically significant. These findings contribute to understanding the effectiveness of the lecture approach in chemistry education and highlight the need for further research into teaching methods that can improve specific dimensions of students' attitudes towards chemistry.