With the technological developments in the 21st century, it is now necessary to integrate technological renovations effectively into teaching-learning environments. There are several approaches that allow integration of technology into teaching-learning environments. One of these approaches is digital storytelling. The purpose of this study was to examine preservice teachers' views about the use of digital storytelling in biology teaching as an instructional tool. The study group included 16 third grade preservice teachers attending the Department of Biology Teaching at the Ziya Gökalp Education Faculty at Dicle University. The preservice teachers, who took part in digital storytelling activities which were carried out in four weeks in the Spring Term of the academic year of 2014-2015, formed their own digital stories at the end of the activities. Following the activities, the pre-service teachers were asked for their views about the use of digital storytelling in biology teaching. According to the results of the study, the preservice teachers reported that use of digital storytelling in lessons could increase students' learning. Also, the preservice teachers stated that digital storytelling activities were entertaining; that these activities could attract students' attention; and that students could take an active role during the activities. On the other hand, regarding the limitations of the use of digital storytelling, the preservice teachers pointed out that digital storytelling allows transferring limited information. Consequently, the preservice teachers stated that they wanted to use digital storytelling process in the future because it allowed learning by doing and living, added visuality to biology lessons, and made learning permanent.