This study aims to evaluate the awareness level of preservice teachers regarding storytelling skills and to identify gender-based differences in awareness among teacher education students in Yogyakarta. Storytelling skills are recognized as essential pedagogical tools for supporting language teaching, communication skills, and literacy development. This research employs a quantitative approach with a descriptive survey design, involving 166 respondents comprising students from teacher education programs in Yogyakarta. Data were collected using a questionnaire encompassing three main indicators: Awareness of the Importance of Storytelling in Education, Competence in Storytelling Techniques, and the Use of Storytelling as a Method for Language Teaching. The results revealed a high level of awareness, with an average total score of 87.8% across the three indicators. A difference test using the Independent Sample T-test indicated no significant differences between male and female students in their awareness of storytelling skills, with an average difference of only 0.19%. These findings suggest that storytelling skills are universally perceived across genders. The study highlights the importance of integrating storytelling into teacher education curricula to enhance these skills and provides insights into inclusive teaching practices regardless of gender. Further research is encouraged to examine the long-term impact of storytelling training on teaching practices.