The aim of this study is to holistically evaluate the current state of using the Montessori approach in preschool science education through a SWOT analysis, in light of teacher opinions and current literature. Conducted as a case study within qualitative research methods, the study utilized open-ended questionnaires, semi-structured interviews, and document analysis techniques together to ensure data triangulation. The study group consisted of 30 preschool teachers selected via purposeful sampling. Following the survey phase, in-depth interviews were conducted with seven volunteer teachers who provided detailed data. Additionally, current studies in the literature were examined within the scope of document analysis and analyzed within the framework of the four dimensions of SWOT. Content analysis of the obtained data revealed that the Montessori approach has strengths in science education such as active learning, concretization, and supporting academic achievement; however, it also possesses weaknesses such as high cost of material procurement and limitations in technology integration. Furthermore, while parental support and equal opportunity for disadvantaged groups were identified as significant opportunities, protective family attitudes and lack of teacher qualifications were highlighted as threats affecting the process. Synthesizing the potential of the Montessori approach in science education with both practitioners’ experiences and evidence from the literature, this study offers strategic recommendations to educators and policymakers.