Science teachers must possess robust laboratory skills to facilitate effective hands-on learning and inquiry-based instruction. This study assessed the level of laboratory knowledge and readiness among 64 elementary education pre-service teachers at President Ramon Magsaysay State University – San Marcelino to develop a foundational outline for a laboratory manual. Utilizing a quantitative descriptive-developmental design, data were collected from second to fourth-year respondents through instruments evaluating tool functions, safety protocols, and perceived readiness. 
Results indicated that while knowledge of laboratory safety was "satisfactory" (M=16.40), proficiency in tool functions was only "slightly satisfactory" (M=11.56), with 38% of respondents failing to meet basic expectations. Participants generally perceived themselves as "ready" to manage activities and utilize equipment; however, statistical analysis showed no significant relationship between theoretical knowledge and practical readiness (p=.552). Academic year level was a significant factor in safety knowledge (p=.018), while gender showed no significant impact across all variables. The findings underscore a critical gap in technical competency, leading to the development of a laboratory manual outline designed to standardize and enhance the laboratory proficiency of future educators.