This study aimed to determine the views of thirty preservice preschool teachers recruited using convenience sampling on STEM education and engineering. Phenomenology was the design of choice. Data were collected using a semi-structured interview form and analyzed using inductive content analysis. Participants offered different definitions of STEM education and thought that it could have contributions in numerous aspects. They also remarked that preschool STEM education on civil and computer engineering skills made teachers better equipped. They mentioned designs and projects for preschool STEM education as well. However, they had the stereotypical image of engineering as a dirty job for men working in construction sites and carrying sand. Results suggest that preschool undergraduate education should integrate STEM activities and offer workshops and trainings to change preservice preschool teachers' misconceptions about engineering.