This study aimed to investigate preservice science teachers' analogical reasoning skills. The case study method was used in this study. A total of 23 preservice science teachers who took a Special Teaching Methods I course participated in the study. Document data collection and structured interview methods were used as data collection methods. Data from activities prepared were analyzed by the descriptive analysis method. Data obtained from structured interviews were analyzed using the content analysis method. From the preservice science teachers' views and activities, it was determined that teachers cannot fully identify and use the source or establish the relationship between the source and target. When findings obtained from the activities were investigated, it was concluded that the preservice science teachers mostly preferred pictorial verbal, direct instruction, enriched, close knowledge transfer, functional relationships, concrete-concrete, concrete-abstract, and anthropomorphic-environmental in analogical reasoning activities. In addition, there was no warning about possible mismatches by specifying the dissimilar aspects of the source and the target. The findings from the interview form indicated that preservice science teachers did not have knowledge of the types related to analogical reasoning and how they should be used, and the concretization view came to the fore. From the preservice science teachers' views, it was concluded that thinking skills with analogical reasoning have developed. Additionally, views such as expert training in analogical reasoning and including exemplary activity practices in education have come to the fore.