Robotics technology has been well absorbed into Papert’s constructionist perspective (Papert, 1996) as well as that of Jonassen’s (2000). Robotics allows students to explore creatively, and increases students’ creativity toward computer programming, mechanical designing and constructing, problem solving, collaborating, and motion within an active, enjoyable, and immersive environment, including subjects such as physics, mathematics, and electronics. The principal objectives of this study were to assess the manner in which perceptions of learning robotics and planning lessons through robotics of pre-service elementary teachers could evolve, and to evaluate pre-service elementary teacher program via a case study of a university- based in Korea. This paper introduces a method by which robotics technology might be integrated into a pre-service elementary course, and also includes an analysis of pre-service teachers' robotics activities and their teaching strategy for developing instructions in using robotics.