This study aimed to suggest a 'science classroom discourse reflection program' by analyzing preservice elementary teachers' science classroom discourses. For this purpose, science classes of preservice elementary teachers' were recorded during 3 semesters. Interviews for preservice teachers were conducted also. To develop a 'science classroom discourse reflection program', a theoretical study about linguistics, sociology, socio-linguistics, and psychology was conducted. Based on the theoretical study, a 'science classroom discourse reflection program' was developed. To show how to analyze, a practice of science classroom discourse analysis was conducted targeting preservice elementary teachers' science classes. The result of satisfaction research showed that preservice elementary teachers' high satisfaction toward this program.