This article describes kindergarten teachers' professional training and their social status in Korea. It includes discussions of the historical development of Korea's kindergarten teacher training system and pedagogical methods, the unequal social status of kindergarten teachers, and the implementation of innovative pedagogical practices modeled after America's current kindergarten teacher training programs. In addition, the article describes differences between private versus public kindergarten teachers, discusses issues in how teachers are licensed, and suggests how some of the concerns raised in the article can be addressed.