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Purpose: The purpose of this study was to explore the implications of early childhood teachers' interpersonal relationship in early childhood education. Method: In depth interviews were conducted with five young children 's teachers. The collected data were analyzed according to the procedures of analysis and interpretation of interview data. Results: The study participants categorized the early childhood teachers' interpersonal relationships according to the subjects. Early childhood teachers' interpersonal relationships distracted the boundaries of the personal area of the teacher. The interpersonal relationship and the job ability of the early childhood teachers were mutually necessary and sufficient condition. In addition, early childhood teachers tried to change their values or thinking, to have a perspective taking ability for others, and to use the social support network actively in order to form a positive interpersonal relationship. Conclusion: It was emphasized that a support system should be provided to help the early childhood teachers to understand the meaning of interpersonal relationships that they perceive and to help them form positive interpersonal relationships.

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