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The objective of the presentstudy was to determine the views of pre-service preschool teachers onIntegrated Science Technology Engineering and Mathematics (STEM) education andtheir tendencies about integrated STEM instruction. The study group included 35pre-service preschool teachers. The present study, conducted as a single groupresearch model with pre-test-post-test experimental method, was completed in 8weeks. Semi-structured interview form developed by the authors and the"Integrated STEM Instructional Tendencies Scale" developed by Lin andWilliams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were usedas data collection instruments. The qualitative data obtained are described withthe content analysis methodology. The quantitative data were analyzed withpaired sample t-test. After the implementation of the STEM education program,it was determined that pre-service preschool teachers had positive views onSTEM education approach in general. Furthermore, it was determined that STEM educationwould encourage student to think, transform theoretical knowledge intopractice, and to acquire the skills to obtain concrete products using thetheoretical knowledge that they acquired in the class. The majority of the participatingpre-service teachers indicated that undergraduate programs should includescience, technology, engineering and mathematics courses, teachers fromdifferent fields should collaborate, and the teachers should receive STEM training.