An early childhood education teacher's beliefs and attitudes about science will influence how he/she teaches science and will also have an impact on his/her own self-efficacy as well as on his/her students' attitudes toward science (Christidou, 2011; Lunn, 2002; Ramey-Gassert, Shrover, & Staver, 1996). It is, therefore, important to ascertain the attitudes and beliefs of preservice teachers towards specific areas of study since their attitudes and beliefs can be carried over into their future classrooms (Van Aalderen-Smeets, Walma Van Der Molen, & Asma, 2011). The current study examines attitudes towards elements of physical science that are held by preservice elementary education students, using the Colorado Learning Attitudes about Science Survey (CLASS), and compares these to the attitudes of their peers in other fields of study. The results show that while the preservice elementary education students have significantly less favorable attitudes than students in science, technology, engineering and mathematics (STEM) fields, their attitudes are very similar to students in non-STEM fields. Although a large gender gap exists in all groups of students, because males have more favorable attitudes than females, the gender gap in the preservice elementary education students is slightly smaller than that seen in the non-STEM students. This reduction in the gender gap for the preservice elementary education students was seen because the females had slightly more favorable attitudes than their non-STEM counterparts while the males had somewhat less favorable attitudes than their non-STEM male counterparts. Additionally, it was found that female preservice elementary education students carried more favorable attitudes about the connection of physics to the real-world than did their non-STEM female counterparts, suggesting that real-world connections should be a strong component of physical science courses offered to preservice elementary education students. In addition participation in science field-based experiences throughout the teacher preparation program may serve to foster positive attitudes towards science and science teaching.