The aim of this study is to find out preschool teachers’ beliefs about preschool children’s ability to learn science concepts and subjects and in connection with their beliefs examine their perception of self-efficacy in science teaching. Sampling of the study is composed of 100 teachers who are working in preschool institutions. Beliefs about Reformed Science Teaching and Learning (BARSTL) which is developed by Sampson and Benton and adapted into Turkish by Büyüktaşkapu is used as data collection device. This scale is prepared to identify teachers’ beliefs about science teaching and education. It consists of 32 questions that reflect both current science education philosophy in early childhood period and traditional science education philosophy. In addition to that The Science Teaching Efficacy Belief Inventory (STEBI) developed by Riggs and Enochs in 1990 and adapted into Turkish by Bıkmaz in 2002 is used as data collection device too. Gathered data was analyzed with frequency, percentage, arithmetic mean, standard deviation and Pearson correlation coefficient importance test. According to study results it is seen that preschool teachers’ beliefs about their self efficacy in science education is average and they still adopt traditional methods instead of constructivist methods in science teaching. Teachers with high self efficacy in science teaching prefer to use traditional methods in science teaching. This result indicates that in preschool science teaching children are transferred shallow information in many subjects. On the other hand the aim of science education should be in fewer subjects children could learn in detail so children can develop their science skills and construct their own information themselves.