The aim of this study was to evaluate the opinions of the Science Education program students studying at a state university in the spring term of the 2020-2021 Academic Year, on the effectiveness of the "Water and Education is Life" project carried out in the Community Service Practices Course. In the study, case study research design, one of the qualitative research methods, was used. The sample of the study consists of 32 people, 28 girls and 4 boys. The study group was divided into 7 groups on a voluntary basis: pre-school, primary school and secondary school education groups, poster preparation, digital story preparation, social media page and web page creation. The theoretical part of the course was held online for 14 weeks with the participation of 2 faculty members and students due to the Pandemic. In the application part of the course, all groups worked in cooperation and supported the content of the training groups. At the end of the study, the Opinion Form on the Effectiveness of the “Water and Education is Life” Project consisting of four open-ended questions was applied in the digital environment. The open-ended questions were directed to evaluate the water awareness of the pre-service science teachers, the contributions of the project, and the reflections of the project on preschool, primary and secondary school students. The data obtained were evaluated by content analysis. At the end of the study, it was determined that the pre-service teachers' perceptions of water awareness developed in a very positive way and emerged in the themes of understanding what needs to be done to save water, turning water saving into a behavior, understanding the importance of education about water consumption, recognizing the danger of water problems and informing people about the water problem. In addition, it has been revealed that it makes important contributions in areas such as water awareness, environmental awareness, social responsibility, learning and teaching, digital competence and group work, and that the reflections of pre-service teachers in the groups they train are positive.