Stereotypical imagery of scientists is detrimental to effective and inclusive science education. Many elementary pre-services teachers often hold onto these images, creating an unconscious bias limiting their effectiveness to both teach science content and discourage some groups from entering the scientific field. Proactive and targeted interventions could mitigate this bias and provide and inclusive perception of actual scientists. This one-group pretest-posttest quasi-experimental study explored changes in elementary pre-service teachers' perceptions of scientists. Thirty-three participants completed the Draw-A-Scientist Test before and after a 25-minute intervention aimed at challenging stereotypical views of scientists. The Draw-A-Scientist Test (DAST) checklist assessed participants' depictions of scientists. The results showed a significant reduction in stereotypical imagery post-intervention: 30 participants depicted less stereotypical scientists, while three showed no change. Statistical analysis using the Wilcoxon signed-rank test revealed a significant difference in DAST scores (Mdn = 2 posttest vs. Mdn = 7 pretest, z = -4.805, p < 0.001). These findings suggest that brief, targeted interventions can effectively alter elementary pre-service teachers' naive conceptions of scientists. Implementing such succinct and focused interventions in educator preparation programs may foster more inclusive representations of scientists, potentially inspiring diverse student populations to envision themselves as scientists. This research provides a foundation for promoting accurate and diverse scientist representations in education, without the need for significant curricular modifications. The findings for this study indicate that once deficits are identified, well-designed brief targeted interventions can alter elementary preservice teachers' perceptions, setting the foundation for accurate and inclusive science instruction at the elementary level.