The picture book is considered a way of upbringing, education and learning from the youngest days, and therefore illustrations are viewed not only as transmitters of artistic experience, but also as transmitters of accurate, true and useful information from the immediate and unfamiliar environment. The subjectivity of illustrators allows and requires the child to interpret, discover and question what he sees in picture books, but illustrators often avoid science and show the world not only as more intriguing but also as surprisingly complex than the version offered by scientific definitions. During the acquisition of science terms, educators, together with the child, develop a conceptual understanding of science terms in order to avoid the child's wrong perception of science terms. The aim of the paper is to compare the representation and quality of scientific illustrations in picture books of early and preschool education and to point out the development of experiential learning through scientific illustrations. For this paper, the method of content analysis was applied, and the results are presented in a table.The analysis of the content of scientific illustrations was carried out on ten picture books for early and preschool education. Based on the selected corpus of picture books, we can conclude that there are key differences in the style of illustrations that depend on the age of the child, and that the more suitable the picture book is for the younger age, the clearer and simpler the illustrations will be, while the content of the illustrations will be more complex and realistic as the children get older.The analysis of the illustrations concludes that although there are exceptions in the quality of the illustrations in some picture books, in half of the picture books the illustrations are at the scientific level and the actual presentation is not significantly impaired. Therefore, we can say that illustrations in science-based picture books cannot lead children to confuse the connection between new concepts and those in their immediate environment, and learning science content is based on constructivist approach. Also, it was concluded that scientific and illustrative information of authors and illustrators is still necessary for certain picture books.