To investigate how early elementary science and technology (S&T) education, with hands-on experimentation and inquiry-based learning, impacts pre-service teachers' attitudes and confidence to teach S&T education, we used a cross-sectional survey. Our participants were 27 pre-service teachers enrolled in an Ontario elementary S&T teacher education methods course. Those who were taught S&T through hands-on experimentation exhibited more positive attitudes toward S&T and were statistically more confident when reading, understanding, and critically evaluating common S&T media reports. They were also more confident to teach S&T through hands-on experimentation and inquiry-based learning. In almost all cases, participants valued learning S&T by doing S&T (i.e., actively participating/interacting), which influenced their confidence, interest, and desire to embrace hands-on experimentation for their future roles as elementary teachers.