In this study, of the developmental domains in Pre-school Education Program 2009 for Children 60-72 months of age, inclusion frequency of science process skill attainments in cognitive domain in the daily lesson plans practiced in a year and the awareness levels of the pre-school teachers regarding science process skills are examined. In respect to this, to determine the awareness of the pre-school teachers regarding science process skills, an Interview Form was prepared. From qualitative research techniques, content analysis and descriptive analysis were applied to the interview forms. According to the analysis results, it is concluded that teachers do not give much place to the science activities in pre-school education and awareness levels of teachers regarding science process skills are remarkably low. (C) 2010 Elsevier Ltd. All rights reserved.