Due to the increased attention to early childhood science education, this study sought to explain the known lack of science in preschool by examining Head Start teachers’ beliefs about and practices for science. This qualitative study with collateral quantitative analyses of data of 124 Head Start teachers identified a range of science beliefs and practices and investigated this range in terms of several teacher background variables including teachers’ education, experience, and role within the classroom. Results revealed that teachers in this study reported broad and general definitions of science for early childhood education. All practices reported by teachers can be categorized as developmentally appropriate practices. My study revealed that teachers’ characteristics such as their educational background, their experience or their role in the classroom do not relate to their beliefs about early science or practices they employ to teach science to young children. Lastly, my findings also revealed that teachers’ beliefs about science were not significantly related to their science practices
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