The learning of science concepts in the pre-school period provides important contributions to the development of positive attitudes toward science, while providing opportunities for individuals to closely recognize scientific process skills in the future. For this reason, the examination of the content of science activities conducted in the pre-school period is the main aim of the study. For this purpose case study design was used. In the study, 31 pre-school teachers in Gümüşhane province center were administered a survey consisting of multiple-choice and open-ended questions, and about two science activity plans used by same teachers in their classes between September-December in 2017-2018 academic year were requested. 59 science activity plans were collected from the teachers. In the analysis of the collected data, descriptive analysis technique which is a qualitative analysis method was used. As a result of the study, it was determined that the most frequent problem of the teachers is supply of tools and materials. However, it is expected that the science activities in pre-school is done with simple tools and materials. This suggests that pre-school teachers have not received enough training on the materials used in science activities. In addition to this the question and answer technique was seen to be used too much in the assessment and evaluation at the end of both science teaching and science activities. It has been determined that teachers prefer to use the traditional question-and-answer method and not student-centered methods. When the activities in terms of scientific process skills are examined, it is seen that primary process skills are used too much, and experimental and causal process skills are less. The use of skills in this way reveals that children in these ages receive appropriate education in terms of the development of scientific process skills.