This one-group pre- and post-test research design aimed to ascertain the science knowledge acquisition of kindergarten children through the introduction of storytelling method and intended to correlate the acquisition with the factors: sex, socioeconomic status, and parental education. This experimental study was conducted in a kindergarten class in one of the municipalities of Iloilo, Philippines. The respondents who were heterogeneous mix of male and female kindergarten children enrolled for the school year 2011-2012 were purposively chosen. The study was conducted for five school days in the kindergarten school utilizing the instruments that the researcher had prepared. Intent letters requesting permission to study were disseminated by the researcher to the parents of the respondents, the principal of the school, and the district administrator of the Department of Education, Division of Iloilo. To prepare for the study, the researcher performed a pilot test and ocular inspection in the area of the study. The researcher prepared pre- and post-test to determine the science learning attainment by the children during the study. Five storybooks used for the five days of study were written by the researcher utilizing science concepts in the Hiligaynon dialect. Data for qualitative analysis required the preparation of Observer’s notes, Kindergarten Teacher’s journal, and Researcher’s Study Record. To implement the study well, the researcher devised a daily session plan. All the instruments in this study underwent through field experts’ evaluation and validation. The study was materialized by the presence of the kindergarten children as the respondents, the kindergarten teacher who served as the storyteller, an observer who took note of the children’s interactions during the study, and the researcher who administered the pre- and post-test and oversaw the whole conduct of the study. To record the entire study implementation, the researcher issued a video recording. The study was both qualitative and quantitative in nature. The qualitative data were derived from the children’s entries in the pre- and post-test, the kindergarten teacher’s journal, and the observer’s notes. The qualitative data were subjected to analysis correlating them to learning theories and established researcher’s ideas. The quantitative data employed Wilcoxon Signed Ranks Z Test for dependent variables to compare the mean pre-test and mean post-test scores. Mann Whitney U Test for independent variables was applied to compare the pretest and post test mean scores set at .05 alpha level of significance for inferential statistics. The study revealed that there was a significant increase in the science knowledge acquisition of the children after the introduction of the storytelling method. Results further showed correlations in scores when respondents were grouped according to sex, socioeconomic status, and parental education. There was significant difference in the mean pre- and post-test scores of the respondents who underwent the storytelling method. As to the mean gain scores of the respondents as a group, results revealed that there was no significant difference in the scores of male and female respondents. In contrast, the mean gain scores of respondents from above poverty threshold socioeconomic status were higher than those of respondents from below poverty threshold socioeconomic status. Furthermore, the respondents with college graduate parental education had high mean gain scores than the respondents with high school graduate parental education.