Objective: The purpose of this study is to investigate the effect of pre-service early childhood teachers' body composition (InBody), health promotion behavior, and teaching efficacy by applying the health promotion program. Methods: The subjects were 22 pre-service early childhood teachers who participated in a 5-week health promotion program. The effectiveness of the program was confirmed through pre/post measurements on body composition (InBody) and pre/post tests on health awareness and teaching efficacy. Results: First, the health promotion program showed a statistically significant difference with body composition (InBody). Second, there was a significant difference between eating habits and exercise areas among health promoting behaviors. Third, the health promotion program showed statistically significant differences with teaching efficacy and its subvariables, and general teaching efficacy and individual teaching efficacy. Conclusions: Through a daily life application and experiments of health education for pre-service early childhood teachers, it is possible to lead health promotion behaviors such as physical health and eating habits.