Children's understanding of living and non-living concepts is usually interpreted by a child's degree of cognitive development. However, many studies with a different methodology include biological characteristics demonstrating that young children can distinguish between living and non-living. This research aims to examine the effect of the interdisciplinary and sensory-based education program prepared for preschool children on acquiring living and non-living concepts. A mixed method design was used, involving pre-test and post-test. Seventy-eight children, including 38 in the experimental group and 40 in the control group, participated. An education program was developed and applied to the experimental group for eight weeks. A designed questionnaire was used to collect data. According to the results, a significant difference (p < 0.05) existed between the pre-test and post-test of the experimental group scores of plant and non-living categories, but in the animal category, no significant difference (p > 0.05) was evident. In the scores of the human category, only five-year-old children's scores were found statistically significant (p < 0.05). The children with interdisciplinary sensory-based education explained the living and non-living things primarily through biological characteristics (growth, nutrition, and breathing). These differences were not observed in the control group expressions.