While early childhood teachers’ professional training is vital for preschoolers, the training is less centered on science than it is on interpersonal behavior, languages, reading, writing, and arithmetic. Courses regarding children’s science education are neither common nor popular in Taiwan’s present training for early childhood teachers. Consequently early childhood teachers lack the proper knowledge and train- ing to introduce science to preschool children. The Center for Teacher Education at Yuan Ze University created a science education course for student teachers, entitled “Children’s Concepts in Science.” The main goal of this study is to understand how this course influences early childhood teachers’ attitudes and teaching in science. The results show that the student teachers that attended these courses developed more positive attitudes toward science, learned better strategies to create appropriate learn- ing environments for children, and ultimately preferred to explore integrated science topics. In addition, student teachers found positive influences on the children, such as an improved attitude toward science, stronger science processing skills, and better reasoning skills. The results of our research lead us to suggest a few ways to strength- en early childhood teacher education programs. First, courses involving children’s science education should be required in pre-service teacher programs. Second, more in-service training opportunities should be available to current teachers so they can enhance their abilities to teach science, and to design integrated lessons.