The purpose of this quantitative study was to determine the effectiveness of blendedlearning within the context of a science education methods course for earlychildhood elementary preservice teachers in Turkey. Elementary teachers historicallyfear science and avoid using it in their classes. This course was blended to allow thestudents to experience active science learning during face to face sessions. Studentperceptions about their experiences in a blended methods course were collectedusing a previously validated survey. The data analysis of the post-test only surveyresearch design demonstrated that students’perceptions were positive towards theuse of blended learning within their science education methods course. However,the analysis determined that students felt that certain technical aspects of theblended learning environment hindered their learning.