Although the benefits of early science, technology, engineering, arts, mathematics (STEAM) education are understood, science is seldom found in early childhood education. One major impediment is teachers' perceived lack of their own competence with scientific skills. Many early childhood teachers feel that they do not know science sufficiently to introduce it to children. Another common obstacle is that teachers find planning science activities to be difficult. Finally, even if they do have well-developed knowledge in science, teachers may struggle to introduce concepts in a child-friendly way. This article demonstrates how teachers can begin to introduce STEAM subjects to young learners through stories and play.