This study was conducted to investigate the effects of learning trajectories-based coding (LTs) and LTs-based program on preschoolers' length, area, volume, and angle measurement skills. A quasi-experimental research design was utilized with a quantitative approach. The study's participants were 47 children between the ages of 55-71 months who attended a state kindergarten. The children were randomly assigned to three groups: experimental 1 (n = 15), experimental 2 (n = 17), and control (n = 15). The current preschool education curriculum was implemented in the control group, LTs-based coding activities were implemented in experimental 1, and LTs-based activities were implemented in experimental 2. Data regarding the children's measurement skills were collected using the Early Measurement Assessment Tool (EMAT) before the implementation of programs, immediately after, and four weeks after the final session. The EMAT scores were analyzed using Hierarchical Linear Modeling (HLM), and the results indicated that both programs had a significant and permanent effect on preschoolers' measurement skills when compared to the control group. However, there was no significant difference between the experimental groups. The results were consistent across length, area, volume, and angle and turn subtests. The study contributes to the existing literature on the effectiveness of the LTs approach in improving preschoolers' mathematics skills and highlights the potential benefits of incorporating the LTs approach and coding into preschool education.