The aim of this study is to reveal the effect of the engineering design-based teaching process in primary school science course of classroom teacher canditates perceptions about the disciplines of STEM (Science, Technology, Engineering and Mathematic). The study, pre-posttest single-group experimental design was used. The study group consisted of 28 classroom teacher candidates studying of university in Ankara. The data collected by the "STEM Semantic Difference Scale" were used for normal and dependent groups t-test. Eventually, it was found that the engineering design-based teaching process had a positive and significant increase in the perceptions of the prospective teachers about science, engineering and career disciplines (p <0,05). Although there was a positive increase in the perception of mathematics and technology discipline, this increase was not statistically significant (p> 0.05). It was also observed that positive and meaningful changes (p <0.05) were observed in the perceptions of general STEM disciplines.