In this contribution, we attempt to answer the question of how experimental learning is implemented in the educational program for future preschool teachers. At the same time, it is important to know that the ideas of experimental learning represent a consequence of searching a closer connection between theory and practice; in particular, in the processes of educating teachers/preschool teachers its beginnings date back to the era of reform pedagogy. In the first part, we will introduce the grounds of the experimental learning of preschool teachers. In the second part, we will present the findings of a survey on implementing the experimental learning in the educational program for future teachers of preschool children. We were interested in the assessment of representation of experimental learning in the undergraduate educational studies from the point-of-view of future preschool teachers, in the assessment of expected knowledge gained during the studies and in the evaluation of expected communication skills during the studies. The contribution reveals new questions about the possibilities of experimental learning of future preschool teachers; such possibilities are necessary so that the appropriate integration of experimental learning would contribute to higher professionalism of preschool teachers.