The aim of this study is to examine the views of pre-school teachers on STEM applications. The study was conducted using a qualitative research approach. The study group consisted of 34 preschool teachers working in Erzurum. Data were collected using a questionnaire. The data obtained were analysed using the content analysis method. According to the research findings, the majority of teachers indicated that they incorporate STEM applications in their classrooms, while a small number of teachers reported not using these applications. Teachers emphasised that STEM-based applications particularly support creativity, collaboration, active participation and development of scientific process skills. They also mentioned the, increased curiosity, discovery skills and understanding of real-life problems as additional benefits. The main difficulties encountered during STEM applications were identified as material shortages, time constraints, classroom management issues and insufficient family or institutional support. Furthermore, the majority of teachers indicated that various factors limit STEM applications. However, a significant number of teachers also state that they need support and training to implement STEM practices more effectively. In conclusion, while preschool teachers generally have positive views on STEM applications, they encounter various limitations such as material, time and support shortages during the implementation process. In this regard, it is recommended that STEM-based in-service training for teachers be increased and that the necessary materials and institutional support be provided.