This study examined the learning experiences of pre-service teachers completing a project with young children using the Project Approach methodology. The study used a mixed-methods research design to evaluate the teaching efficacy, attitudes, and knowledge of 55 pre-service teachers enrolled in an Early Childhood through Grade 6 certification programme for doing projects with young children, after utilising a Project Approach with kindergarten and first-grade students. Scores indicated a significant increase in feelings of preparedness and efficacy to complete a project with young children (t = -11.32, p <0.001; t = -10.55, p <0.001). Responses to open-ended questions indicated a significant increase in understanding and confidence through the experience of doing a project themselves. Also, the pre-service teachers' knowledge of completing projects with young children and their understanding of the perceived benefits of project-based learning increased after completing a project with young children.