Purpose: This study aimed to examine the effects of the Sense-Based Science Education Program on 60-66 months old children's scientific process skills. Research Methods: In this study, which carries experimental attribute features, the pre-test/final-test/observing-test control grouped experimental pattern, and qualitative research were used. Forty children who are 60-66 months old that attended independent preschool and nursery school classes in 2013-2014 education year took part in this study. Data in the study was collected with Personal Information Forms and Scientific Process Skills Evaluation Scale for 48-66 Months Old Children (SPSES). Findings: The findings obtained from the research show that the SPSES final-test score averages of the experimental and control groups have a significant level of difference (p<0.05) favoring the experimental group. When the experimental group's SPSES pre-test/final-test score averages were compared, a significant level of difference (p<0.05) favoring the final-test was seen. When the control group's SPSES pre-test/final-test scores were compared, again a significant level of difference (p<0.05) was found. Also, when the experimental and control groups' SPSES final-test score averages were compared, a significant difference (p<0.05) favoring the experimental group was determined. Though no significant difference was found when the experimental group's observation test and final-test score averages were compared, when the observation test and pre-test score averages were compared a highly significant level (p<0.05) was found. Implications for Research and Practice: When the research results were evaluated, it was concluded that the Sense-Based Science Education Program has a positive effect on children's scientific process skills. Future studies could examine children's scientific process skills in multifaceted and diverse disciplines.