In the age of the COVID-19 pandemic, the use of technology and competencies of educators to support the education of early childhood children drew attention to the education that teachers need to receive in the pre-service period. In this context, it could be significant to examine the relationship between technology, pedagogy, and content knowledge that teachers acquire in the pre-service period. The study aimed to identify the relationship between prospective pre-school teachers' Technological Pedagogical Content Knowledge (TPACK) self-confidence for Science Education and TPACK sub-scales. The study utilized the relational screening method based on the quantitative research paradigm. Path analysis was conducted for structural equational modeling. The study group of the research consisted of 280 pre-school teacher candidates who study at the faculties of education in two different state universities located in the eastern region of Turkey. The data were collected via the "Technological Pedagogical Content Knowledge Self-Confidence Scale" developed by Graham, Burgoyne, Cantrell, Smith and Harris (2009) and adapted to Turkish by Timur and Tasar (2011). The theoretical validity of the data collection tool was tested through the validity and reliability performed on the data set obtained from the prospective pre-school teachers. The results showed that the TPACK variable was affected by the TPK and TCK variables directly and positively. TPK and TCK variables were affected by the TK variable directly and positively.