Educational media can be a helpful supplement to early childhood education, especially for science, which is not as supported as other topics in classrooms and home environments. However, narrative educational media often contain unrealistic or fantastical elements, which may make it challenging for children to extract the target educational lessons. To document the nature of children's science educational media, we conducted a quantitative content analysis of books (n = 110) and videos (n = 142) with narrative content aimed at teaching science to children in preschool and early elementary school. We found that these media primarily teach about animals (including dinosaurs) and astronomy, leaving many science topics unexplored. In addition, 81% of these media contain at least 1 unrealistic or fantastical element, and these elements often intersect with the media's target educational material (e.g., media teaching about animals were more likely to contain anthropomorphic animals). This work provides a baseline for understanding how media teach about science and paves the way for future empirical work on this topic. Public Policy Relevance StatementEducational media, which are widely available to children of diverse cultural and socioeconomic backgrounds, can supplement early science education. But even though these stories are designed to be educational, they often contain unrealistic elements, such as talking animals. This study quantifies the educational and unrealistic content of stories designed to teach science, taking a first step toward understanding how such media can be used to help young children learn science.