Abstract
This study aims to explore and understand in depth the perceptions of Generation Z pre-service early childhood education (PAUD) teachers toward early childhood sexuality education, including its meaning, their attitudes, readiness, and the challenges they perceive in implementing it in early childhood education settings. The study focuses on how Generation Z experiences, values, and digital literacy influence their views on the urgency and limitations of early childhood sexuality education. The study used a qualitative approach with a narrative inquiry design. The participants were male and female Generation Z pre-service PAUD teachers. Primary data were obtained through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data collection, data condensation, data display, and conclusion drawing. The findings show that prospective Generation Z PAUD teachers generally view early childhood sexuality education as an important preventive measure, but still face conceptual uncertainty, pedagogical limitations, and concerns about socio-cultural resistance. The study recommends strengthening PAUD curricula and pre-service teacher education so that sexuality education is more comprehensive, contextual, and culturally sensitive.