The purpose of this research is to examine the digital storytelling experiences of preschool pre-service teachers. In the study, an action research from qualitative research designs was used. Furthermore, collaborative action research from the types of action research in the research was used. The research group of the study was formed in the academic year 2014-2015 in the Aegean Region with eight teacher candidates who are studying in the last grade of the Preschool Teacher Education Department at a state university. In the process, firstly, pre-service teachers were informed about digital storytelling by researchers, and examples of programs and applications were introduced. Afterwards, pre-service teachers created their own digital story and practiced in internship schools. Semi-structured interview forms and unstructured observation forms prepared by researchers were used to obtain data in the study. In the analysis of the obtained data, the content analysis method used in qualitative researches was used. In line with the answers given by the pre-service teachers to the interview questions, the following topics were defined: "definition of digital story," "preparatory stage," "emotional state during application," "application stage that can be effective," "student reaction," "contributions to pre-service teachers." By analyzing the records of the observations, "the affective state observed during the application," "observed application phase" and "observed student reaction" were obtained. According to the results obtained, it was determined that the action plan developed in this study was successfully applied and that it was possible to apply a new and active method before graduating to pre-service teachers. However, it has been determined that some pre-service teachers are experiencing problems while preparing digital stories and not finding the visuals and checking the students during the lesson.