Computers were introduced in Greek kindergartens of our country with the new curricula for kindergarten, "Inter-disciplinary Integrated Framework of Study Programs," ("Official Journal of the Hellenic Republic," 376 t.B/18-10-2001, article 6), in order to contribute to the spherical growth of children and to extend their learning. In other words it is intended that the computer will increase the interests and the motives for learning, to encourage active learning, to strengthen the dynamics of visualisation, the importance of feedback, the possibility of monitoring and the possibility of connecting the school activities with extra curricula activities in order to strengthen the social and cultural dimension of kindergarten. Nevertheless technology cannot in itself, bring the sought after change in preschool education. Kindergarten teachers are the key for the successful use of computers in kindergarten. However, while kindergarten teachers in certain countries approve of the introduction and use of computers and believe that education with computers is developmentally suitable for small children, in other countries the attitude of kindergarten teachers towards computers is rather negative. This negative attitude of kindergarten teachers relates to their knowledge of computers and how often they use them or is it related to cultural factors and the prevailing educational philosophies? These questions led us to attempt to investigate the opinions of kindergarten teachers in Thessaloniki in regard to the introduction of new technologies in kindergarten. The research is made up of three interactive parts. It begins with the theoretical discussion about the introduction of computers in kindergarten, an investigation of the opinions of 122 kindergarten teachers using a questionnaire made up of 33 questions follows and it ends with the interpretative analysis.