This study targets unveiling junior pre-service English-as-a-foreign-language teachers' (N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners' English language learning, and preparing projects for young learners made them feel like a real teacher.