Abstract
Purpose: The purpose of this study is to investigate the relationship among self-efficacy for group work, perceived usefulness, flow, and acceptance of software education in a team-based software class for pre-service early childhood teachers.
 Methods: For this purpose, path analysis was conducted by collecting data from 116 pre-service early childhood teachers of the software courses opened in the second semester of 2020 and 2021. The proposed path model posited that self-efficacy for group work influenced flow, flow influenced perceived usefulness and acceptance of software education, and perceived usefulness influenced acceptance of software education.
 Results: As a result of the study, self-efficacy for group work influenced flow, and both flow and perceived usefulness influenced acceptance of software education, significantly and positively. Finally,flow indirectly influenced acceptance of software education.
 Conclusion: The implications of enhancing software education for pre-service early childhood teachers were discussed based on the findings.
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