Computer science works as hardware and software increasingly takes place in each of our daily lives with effective products and services. As in all areas, it is an inevitable part of learning and teaching computer-based environment-tools and equipment in the fate and type of education, including early childhood. Computer science products may require extensive hardware, hardware, and software, or it can be very simple in terms of level and purpose. It is possible to create products and services with coding to be done using advanced programming languages, as well as coding techniques that are simple to use for teaching children in education in early childhood education institutions. In this way, it is possible for children to realize what they want as a producer not only as a consumer, but with a more permanent learning. At the same time, learning of coding techniques for preschool teachers to use in the education of children in these age slices will make the education more participatory, collaborative, effective and successful. The "coding skills" that preschool teacher candidates will have will provide important benefits in their professional development. Therefore, it is important to investigate the knowledge, skills, and attitudes of preschool teacher students about coding education. The aim of this study is to determine the coding knowledge, skills, experience, and opinions of preschool teacher candidates at Trakya University Faculty of Education about this subject. A questionnaire consisting of 30 questions was applied to 213 students studying in the fall semester of 2019-2020 academic year at Trakya University Faculty of Education, Department of Basic Education Preschool teaching program. As a result of the research, it has been determined that preschool teacher candidates do not have sufficient knowledge, skills and experience in coding and do not show positive attitudes about coding education. [Note: The page range (1052-1070) shown on the PDF is incorrect. The correct page range is 1052-1071.]