The purpose of this study is to understand 1) the relation between preschool teachers’ attitudes and beliefs towards science and the frequency of science instruction, 2) the relation between preschool teachers’ attitudes and beliefs towards science and the quality of science instruction, and 3) examine if teacher science practice, measured by both the frequency and quality of science instruction, mediates the relationship between preschool teachers’ attitudes and beliefs towards science and children’s school readiness skills. The goal of this study is to inform teacher professional development and interventions focused on improving the quality of science education in early childhood and ultimately support children’s school readiness.