This study examines the pre-service elementary school teachers’ perceptions on astronomical observation and astronomy classes following astronomical observation experience. To achieve this, three classes with astronomical observation activities were developed and applied to 22 pre-service elementary school teachers. Interviews were conducted twice with nine pre-service elementary school teachers who had completed the classes. Additionally, questionnaires on astronomical teaching efficacy and astronomical experience, interview data, researchers’ notes, and astronomy class design activity papers were collected as research data. The protocol extracted from this data was qualitatively analyzed through the inductive category process. First, astronomical observation connects natural phenomena and models, sets the celestial body observed with observation equipment as a new object of inquiry, and considers it an emotional experience; further, it was believed that communication should be included to increase the quality of observation. Second, the perception of the astronomy class transitioned from memorizing knowledge to applying knowledge; moreover, it waspercieved that the astronomy class must consider the learner’s level and that software and simulation should be used as supplementary materials for the class. This study could help confirm the starting point of pre-service elementary school teachers’ astronomy class competency and propose the direction of the practical astronomy class.