The aim of this study is to determine preschool teachers' science education activities, problems they encounter and solutions they devise, and methods and techniques they use during those activities. Phenomenology, which is a qualitative research design, was used. The study sample consisted of 15 female preschool teachers of primary schools in the central district of the city of Mus, during the 2017-2018 academic year. Participants were recruited using criterion sampling, which is a purposeful sampling method. Study inclusion criteria were: (1) teaching children aged 60-66 months, (2) at least 3 years of professional experience, (3) voluntary participation, and (4) observations made in classrooms. Data were collected using a semi-structured interview form and through structured observations in participants' classrooms. Three teachers were excluded from the study because they gave superficial answers to probe questions. Twelve teachers were interviewed and observed. Structured observations were conducted weekly by the researchers for a 4 month period on specific dates in the classrooms of interviewees, and field notes were taken during each observation. Data were analyzed using inductive content analysis. To get a general idea for data coding, all interview transcriptions and field observation notes were read several times and video recordings were examined again and again. Interview and observational data were coded in the light of the sub-objectives of the study. Results show that materials in science centers are different from those that participants think should be available in science centers. Participants take into account such factors as children, budget parameters, and curriculum in making material selections. They mostly use direct instruction methods and demonstrate experiments in science activities. Observations show that there is a difference between theory and practice. Problems considered to be caused by physical conditions are actually due to the use of wrong methods. Participants are of the opinion that child-centered activities, into which recyclable materials and out-of-class settings are integrated, should be used to increase the quality of science education.