Introduction: Understanding the basic laws of physics is essential for the correct and safe use of modern medical devices. Moreover, physical principles are the basis for biological and physiological processes in the human organism. Physics is therefore an essential course in faculties training future medical professionals. Since the development of physics is a prerequisite for the progress of medicine in terms of improving treatment and diagnostics, students' interest in physics must be constantly encouraged, which can be achieved by adapting teaching strategies. Based on the above, students' attitudes towards physics education can provide good clues for improving the quality of physics education. Objective: The aim of this study is to investigate the attitudes of undergraduate students of Physiotherapy and Radiological technology at the Faculty of Health Studies at the University of Rijeka towards learning physics. Methods: 129 students of the Undergraduate Professional Studies in Physiotherapy and Radiological Technology at the Faculty of Health Studies at the University of Rijeka, participated in the survey. The survey was conducted online, using a questionnaire distributed via a Google form. The questions were taken from the Colorado Learning Attitudes about Science Survey (CLASS). In the introductory part of the questionnaire, the adult respondents were familiarised with the aim, nature and procedure of the survey. In addition, this part of the questionnaire contains information on the type of study programme of the respondents. The second part of the questionnaire contains 18 statements representing different attitudes towards learning physics. Results: The results obtained show that the majority of students have a positive attitude towards studying physics. The analysis of the hypotheses shows that there is a statistically significant difference in the attitudes of physiotherapy and radiology technology students. Namely, radiology technology students have a more positive attitude towards learning physics and the possibility of applying the acquired knowledge in a new workplace, as they have more than twice as many hours in which they can acquire knowledge and skills that give them self-confidence and a more positive attitude. Conclusion: The results obtained provide an insight into the different attitudes of students towards physics lessons. Implementing the conclusions of this study into the teaching process, in the form of modern methods and forms of work, can bring physics closer to students, improve their academic performance and possibly stimulate their professional development.