Deaf children are natural born scientists. They explore their natural surroundings, build things, make sense of the world through their senses. Many Deaf children do not have such opportunities to build such background knowledge through social interaction and language before they arrive in early childhood programs due to lack of or limited language access. It is critical to provide unstructured and structured science learning activities where learners can develop critical thinking, problem-solving skills, and foster inquiry-based learning. This chapter will explore the elements of science pedagogy for Deaf children who use sign language in early childhood classrooms with an emphasis on four key areas: play and inquiry-based and hands-on learning approaches; using SL as a primary language of instruction; incorporating written language for literacy development in science; and visual/tactile aids and multimedia integration. In addition, a sample lesson plan for early childhood is included that is not an inherently “science” lesson but integrates scientific learning into the plan.